Philip H. Winne

Получаване на мой собствен потребителски профил

Позовавания

	Всички	От 2020
Позовавания	36245	11747
h-индекс	82	51
i10-индекс	175	116

2500

1250

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1875

198619871988198919901991199219931994199519961997199819992000200120022003200420052006200720082009201020112012201320142015201620172018201920202021202220232024202597 89 92 130 95 115 111 126 106 131 156 202 194 201 278 339 336 421 566 582 751 775 842 996 1083 1190 1196 1641 1508 1658 1682 1869 1791 2025 2105 2104 2426 2440 2342 321

Публичен достъп

Преглед на всички

11 статии

7 статии*

налични

неналични

Въз основа на изисквания при финансирането

Съавтори

Allyson Fiona HadwinProfessor, Department of Psychology, University of VictoriaПотвърден имейл адрес: uvic.ca
John C. NesbitProfessor, Faculty of Education, Simon Fraser UniversityПотвърден имейл адрес: sfu.ca
Ronald W. MarxProfessor of Educational Psychology, Dean EmeritusПотвърден имейл адрес: arizona.edu
Krista MuisMcGill UniversityПотвърден имейл адрес: mcgill.ca
Deborah ButlerProfessor of Education, University of British ColumbiaПотвърден имейл адрес: ubc.ca
Patricia AlexanderUniversity of MarylandПотвърден имейл адрес: umd.edu
Anita Woolfolk HoyProfessor EmeritusПотвърден имейл адрес: osu.edu
Vivekanandan Suresh KumarProfessor, Department of Computing Science, Faculty of Science, Thompson Rivers University,Потвърден имейл адрес: tru.ca
Roger AzevedoUniversity of Central FloridaПотвърден имейл адрес: ucf.edu
Mingming ZhouProfessor, University of MacauПотвърден имейл адрес: um.edu.mo
Mladen RakovićLecturer, Faculty of Information Technology, Monash UniversityПотвърден имейл адрес: monash.edu
Jovita VytasekFaculty, Kwantlen Polytechnic UniversityПотвърден имейл адрес: kpu.ca
Denise StockleyQueen's UniversityПотвърден имейл адрес: queensu.ca
Reinhard PekrunUniversity of Essex; Australian Catholic University; University of MunichПотвърден имейл адрес: essex.ac.uk
Susanne LajoieProfessor, Department of Educational Psychology and Counselling, McGill UniversityПотвърден имейл адрес: mcgill.ca
Alexandra Patzak, PhDAssistant Professor, George Mason UniversityПотвърден имейл адрес: gmu.edu
Luc P. BeaudoinAdjunct Professor, Simon Fraser UniversityПотвърден имейл адрес: sfu.ca
Ido RollTechnion - Israel Institute of TechnologyПотвърден имейл адрес: technion.ac.il
Fred PopowichProfessor of Computing Science, Simon Fraser UniversityПотвърден имейл адрес: sfu.ca
Jillianne CodeAssociate Professor, Faculty of Education, University of British ColumbiaПотвърден имейл адрес: ubc.ca

Следене

Philip H. Winne

Professor Emeritus & FRSC, Faculty of Education, Simon Fraser University

Потвърден имейл адрес: sfu.ca - Начална страница

educational psychology self-regulated learning metacognition learning analytics


Заглавие Сортиране по цитати Сортиране по година Сортиране по заглавие	Позовавания Позовавания	Година
Feedback and self-regulated learning: A theoretical synthesis DL Butler, PH Winne Review of educational research 65 (3), 245-281, 1995	5740	1995
Measuring Self-Regulated Learning PH Winne, NE Perry Handbook of self-regulation, 531-566, 2000	5042	2000
Handbook of educational psychology (2nd ed.) PA Alexander, PH Winne Taylor & Francis, 2006	1377*	2006
Inherent details in self-regulated learning PH Winne Educational Psychologist 30 (4), 173-187, 1995	1337	1995
Self-regulated learning viewed from models of information processing PH Winne Self-regulated learning and academic achievement: Theoretical perspectives 2 …, 2001	1184*	2001
A metacognitive view of individual differences in self-regulated learning PH Winne Learning and individual differences 8 (4), 327-353, 1996	832	1996
Experimenting to bootstrap self-regulated learning PH Winne Journal of Educational Psychology 89, 397-410, 1997	745	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	691	2002
A cognitive and metacognitive analysis of self-regulated learning PH Winne Handbook of self-regulation of learning and performance, 15-32, 2011	560*	2011
The psychology of academic achievement PH Winne, JC Nesbit Annual Review of Psychology 61, 653-678, 2010	487	2010
Experiments relating teachers’ use of higher cognitive questions to student achievement PH Winne Review of educational research 49 (1), 13-49, 1979	461	1979
Studying as self-regulated engagement in learning PH Winne, AF Hadwin Metacognition in educational theory and practice, 277-304, 1998	458	1998
Cognition and metacognition within self-regulated learning PH Winne Handbook of self-regulation of learning and performance, 36-48, 2018	452	2018
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	422	2001
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	377	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	349	2006
Students' and teachers' views of thinking processes for classroom learning PH Winne, RW Marx The Elementary School Journal 82 (5), 493-518, 1982	347	1982
Student cognition in learning from teaching PH Winne, DL Butler International encyclopedia of education 2, 5738-5775, 1994	331	1994
A perspective on state-of-the-art research on self-regulated learning PH Winne Instructional science 33 (5/6), 559-565, 2005	321	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	306	2002

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