Philip H. Winne

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Allyson Fiona HadwinProfessor, Department of Psychology, University of Victoria確認したメールアドレス: uvic.ca
John C. NesbitProfessor, Faculty of Education, Simon Fraser University確認したメールアドレス: sfu.ca
Ronald W. MarxProfessor of Educational Psychology, Dean Emeritus確認したメールアドレス: arizona.edu
Krista MuisMcGill University確認したメールアドレス: mcgill.ca
Deborah ButlerProfessor of Education, University of British Columbia確認したメールアドレス: ubc.ca
Patricia AlexanderUniversity of Maryland確認したメールアドレス: umd.edu
Anita Woolfolk HoyProfessor Emeritus確認したメールアドレス: osu.edu
Vivekanandan Suresh KumarProfessor, Department of Computing Science, Faculty of Science, Thompson Rivers University,確認したメールアドレス: tru.ca
Roger AzevedoUniversity of Central Florida確認したメールアドレス: ucf.edu
Mingming ZhouProfessor, University of Macau確認したメールアドレス: um.edu.mo
Mladen RakovićLecturer, Faculty of Information Technology, Monash University確認したメールアドレス: monash.edu
Jovita VytasekFaculty, Kwantlen Polytechnic University確認したメールアドレス: kpu.ca
Denise StockleyQueen's University確認したメールアドレス: queensu.ca
Reinhard PekrunUniversity of Essex; Australian Catholic University; University of Munich確認したメールアドレス: essex.ac.uk
Susanne LajoieProfessor, Department of Educational Psychology and Counselling, McGill University確認したメールアドレス: mcgill.ca
Alexandra Patzak, PhDAssistant Professor, George Mason University確認したメールアドレス: gmu.edu
Luc P. BeaudoinAdjunct Professor, Simon Fraser University確認したメールアドレス: sfu.ca
Ido RollTechnion - Israel Institute of Technology確認したメールアドレス: technion.ac.il
Fred PopowichProfessor of Computing Science, Simon Fraser University確認したメールアドレス: sfu.ca
Jillianne CodeAssociate Professor, Faculty of Education, University of British Columbia確認したメールアドレス: ubc.ca

フォロー

Philip H. Winne

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

確認したメールアドレス: sfu.ca - ホームページ

educational psychology self-regulated learning metacognition learning analytics


タイトル引用回数順公開年順タイトル順	引用先引用先	年
Feedback and self-regulated learning: A theoretical synthesis DL Butler, PH Winne Review of educational research 65 (3), 245-281, 1995	5779	1995
Studying as self-regulated learning PH Winne, AF Hadwin Metacognition in educational theory and practice, 277-304, 1998	3730	1998
Measuring Self-Regulated Learning PH Winne, NE Perry Handbook of self-regulation, 531-566, 2000	2456	2000
Handbook of educational psychology (2nd ed.) PA Alexander, PH Winne Taylor & Francis, 2006	1358*	2006
Inherent details in self-regulated learning PH Winne Educational Psychologist 30 (4), 173-187, 1995	1352	1995
Self-regulated learning viewed from models of information processing PH Winne Self-regulated learning and academic achievement: Theoretical perspectives 2 …, 2001	1174*	2001
A metacognitive view of individual differences in self-regulated learning PH Winne Learning and individual differences 8 (4), 327-353, 1996	831	1996
Experimenting to bootstrap self-regulated learning PH Winne Journal of Educational Psychology 89, 397-410, 1997	759	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	690	2002
A cognitive and metacognitive analysis of self-regulated learning PH Winne Handbook of self-regulation of learning and performance, 15-32, 2011	566*	2011
The psychology of academic achievement PH Winne, JC Nesbit Annual Review of Psychology 61, 653-678, 2010	504	2010
Experiments relating teachers’ use of higher cognitive questions to student achievement PH Winne Review of educational research 49 (1), 13-49, 1979	458	1979
Cognition and metacognition within self-regulated learning PH Winne Handbook of self-regulation of learning and performance, 36-48, 2018	454	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	417	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	374	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	350	2006
Students' and teachers' views of thinking processes for classroom learning PH Winne, RW Marx The Elementary School Journal 82 (5), 493-518, 1982	341	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	325	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	311	2002

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