Philip H. Winne

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Allyson Fiona HadwinProfessor, University of VictoriaVerified email at uvic.ca
John C. NesbitProfessor, Faculty of Education, Simon Fraser UniversityVerified email at sfu.ca
Ronald W. MarxProfessor of Educational Psychology & Dean Emeritus, University of ArizonaVerified email at email.arizona.edu
Krista MuisMcGill UniversityVerified email at mcgill.ca
Deborah ButlerProfessor of Education, University of British ColumbiaVerified email at ubc.ca
Vivekanandan Suresh KumarProfessor, School of Computing and Information Systems, Athabasca UniversityVerified email at athabascau.ca
Patricia AlexanderUniversity of MarylandVerified email at umd.edu
Mingming ZhouAssociate Professor, University of MacauVerified email at umac.mo
Roger AzevedoUniversity of Central FloridaVerified email at ucf.edu
Mladen RakovićResearch Fellow, Faculty of Information Technology, Monash UniversityVerified email at monash.edu
Denise StockleyQueen's UniversityVerified email at queensu.ca
Jovita VytasekPostdoctoral Fellow, Learning Analytics and Learning DesignVerified email at sfu.ca
Susanne LajoieProfessor, Department of Educational Psychology and Counselling, McGill UniversityVerified email at mcgill.ca
Luc P. BeaudoinAdjunct Professor, Simon Fraser UniversityVerified email at sfu.ca
Reinhard PekrunUniversity of Essex; Australian Catholic University; University of MunichVerified email at essex.ac.uk
Lyn CornoTeachers College, Columbia UniversityVerified email at tc.columbia.edu
Alexandra Patzak, PhDAssistant Professor, George Mason UniversityVerified email at gmu.edu
Ido RollTechnion - Israel Institute of TechnologyVerified email at technion.ac.il
Jillianne CodeAssistant Professor, Faculty of Education, University of British ColumbiaVerified email at ubc.ca
Fred PopowichProfessor of Computing Science, Simon Fraser UniversityVerified email at sfu.ca

Philip H. Winne

Distinguished SFU Professor & FRSC, Faculty of Education, Simon Fraser University

Verified email at sfu.ca - Homepage

educational psychology self-regulated learning metacognition learning sciences learning analytics


Title Sort by citations Sort by year Sort by title	Cited by Cited by	Year
Feedback and self-regulated learning: A theoretical synthesis DL Butler, PH Winne Review of educational research 65 (3), 245-281, 1995	5005	1995
Measuring self-regulated learning PH Winne, NE Perry Handbook of self-regulation, 532-567, 2000	4244	2000
Inherent details in self-regulated learning PH Winne Educational Psychologist 30 (4), 173-187, 1995	1209	1995
Handbook of educational psychology (2nd ed.) PA Alexander, PH Winne Taylor & Francis, 2006	1120*	2006
Self-regulated learning viewed from models of information processing PH Winne Self-regulated learning and academic achievement: Theoretical perspectives 2 …, 2001	1016*	2001
A metacognitive view of individual differences in self-regulated learning PH Winne Learning and individual differences 8 (4), 327-353, 1996	681	1996
Experimenting to bootstrap self-regulated learning PH Winne Journal of Educational Psychology 89, 397-410, 1997	661	1997
Exploring students’ calibration of self reports about study tactics and achievement PH Winne, D Jamieson-Noel Contemporary Educational Psychology 27 (4), 551-572, 2002	621	2002
Experiments relating teachers’ use of higher cognitive questions to student achievement PH Winne Review of educational research 49 (1), 13-49, 1979	432	1979
A cognitive and metacognitive analysis of self-regulated learning PH Winne Handbook of self-regulation of learning and performance, 15-32, 2011	418*	2011
The psychology of academic achievement PH Winne, JC Nesbit Annual Review of Psychology 61, 653-678, 2010	405	2010
Context moderates students' self-reports about how they study AF Hadwin, PH Winne, DB Stockley, JC Nesbit, C Woszczyna Journal of Educational Psychology 93 (3), 477-487, 2001	367	2001
Students' and teachers' views of thinking processes for classroom learning PH Winne, RW Marx The Elementary School Journal 82 (5), 493-518, 1982	321	1982
Examining trace data to explore self-regulated learning AF Hadwin, JC Nesbit, D Jamieson-Noel, J Code, PH Winne Metacognition and Learning 2, 107-124, 2007	315	2007
Learning from learning kits: gStudy traces of students’ self-regulated engagements with computerized content NE Perry, PH Winne Educational Psychology Review 18 (3), 211-228, 2006	307	2006
Cognition and metacognition within self-regulated learning PH Winne Handbook of self-regulation of learning and performance, 36-48, 2018	290*	2018
A perspective on state-of-the-art research on self-regulated learning PH Winne Instructional science 33 (5/6), 559-565, 2005	271	2005
Methodological issues and advances in researching tactics, strategies, and self-regulated learning PH Winne, D Jamieson-Noel, K Muis Advances in motivation and achievement: New directions in measures and …, 2002	267	2002
Student cognition in learning from teaching PH Winne, DL Butler International encyclopedia of education 2, 5738-5775, 1994	260	1994
CoNoteS2: A software tool for promoting self-regulation AF Hadwin, PH Winne Educational Research and Evaluation 7 (2-3), 313-334, 2001	258	2001

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