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College of Education

Faculty and Staff

Gregory Trevors, Ph.D.

Title: Assistant Professor, Educational Psychology and Research
Department: Educational Studies
College of Education
Email: TREVORSG@mailbox.sc.edu
Phone: 803-777-9448
Gregory Trevors, Ph.D.

Education

  • Postdoctoral Fellowship, University of Minnesota
  • Ph.D. in Educational Psychology, McGill University
  • M.A. in Educational Psychology, McGill University
  • B.Sc. in Psychology, Mount Allison University

Research/Areas of Expertise

Gregory Trevors' research program focuses on learning about controversial socio-scientific issues (e.g., vaccines), the individual characteristics that predict learning success or failure, and their interactions with information communication technologies. In particular, he examines beliefs, identity, cognitive and emotional processes during learning; how individuals revise misconceptions; and how they may process multiple conflicting sources of information typically encountered in online environments. These research experiences have equipped him with expertise in a variety of research methods (e.g., text-mining, verbal reports, eye tracking).

Selected Publications

Trevors, G., & Kendeou, P. (in preparation). The effects of positive and negative emotions on knowledge revision.

Trevors, G. (under review). Psychological tribes and processes underlying why and how corrections of misinformation sometimes fail. In P. Kendeou & D. Robinson (Eds.), Misinformation, ‘Quackery’, and ‘Fake News’ in Education.

Trevors, G., Kendeou, P., & Butterfuss, R. (2017). Emotion processes in knowledge revision. Discourse Processes, 54, 406-426. doi:10.1080/0163853X.2017.1312201

Trevors, G., Feyzi–Behnagh, R., Azevedo, R., Bouchet, F. (2016). Self-regulated learning varies as a function of epistemic beliefs and task conditions: Mixed method evidence from eye tracking, concurrent and retrospective reports. Learning and Instruction, 42, 31-46. doi:10.1016/j.learninstruc.2015.11.003

Trevors, G., Muis, K. R., Pekrun, R., Sinatra, G., & Winne, P. H. (2016). Identity and epistemic emotions during knowledge revision: A potential account for the backfire effect. Discourse Processes, 53, 339-370. doi:10.1080/0163853X.2015.1136507

Trevors, G., Duffy, M., & Azevedo, R. (2014). Note-taking within MetaTutor: Interactions between an intelligent tutoring system and prior knowledge on note–taking and learning. Educational Technology Research & Development, 62, 507-528. doi:10.1007/s11423-014-9343-8


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