Philip H. Winne

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	Toate	Din 2020
Referințe bibliografice	36249	11753
h-index	82	51
i10-index	175	116

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Allyson Fiona HadwinProfessor, Department of Psychology, University of VictoriaAdresă de e-mail confirmată pe uvic.ca
John C. NesbitProfessor, Faculty of Education, Simon Fraser UniversityAdresă de e-mail confirmată pe sfu.ca
Ronald W. MarxProfessor of Educational Psychology, Dean EmeritusAdresă de e-mail confirmată pe arizona.edu
Krista MuisMcGill UniversityAdresă de e-mail confirmată pe mcgill.ca
Deborah ButlerProfessor of Education, University of British ColumbiaAdresă de e-mail confirmată pe ubc.ca
Patricia AlexanderUniversity of MarylandAdresă de e-mail confirmată pe umd.edu
Anita Woolfolk HoyProfessor EmeritusAdresă de e-mail confirmată pe osu.edu
Vivekanandan Suresh KumarProfessor, Department of Computing Science, Faculty of Science, Thompson Rivers University,Adresă de e-mail confirmată pe tru.ca
Roger AzevedoUniversity of Central FloridaAdresă de e-mail confirmată pe ucf.edu
Mingming ZhouProfessor, University of MacauAdresă de e-mail confirmată pe um.edu.mo
Mladen RakovićLecturer, Faculty of Information Technology, Monash UniversityAdresă de e-mail confirmată pe monash.edu
Jovita VytasekFaculty, Kwantlen Polytechnic UniversityAdresă de e-mail confirmată pe kpu.ca
Denise StockleyQueen's UniversityAdresă de e-mail confirmată pe queensu.ca
Reinhard PekrunUniversity of Essex; Australian Catholic University; University of MunichAdresă de e-mail confirmată pe essex.ac.uk
Susanne LajoieProfessor, Department of Educational Psychology and Counselling, McGill UniversityAdresă de e-mail confirmată pe mcgill.ca
Alexandra Patzak, PhDAssistant Professor, George Mason UniversityAdresă de e-mail confirmată pe gmu.edu
Luc P. BeaudoinAdjunct Professor, Simon Fraser UniversityAdresă de e-mail confirmată pe sfu.ca
Ido RollTechnion - Israel Institute of TechnologyAdresă de e-mail confirmată pe technion.ac.il
Fred PopowichProfessor of Computing Science, Simon Fraser UniversityAdresă de e-mail confirmată pe sfu.ca
Jillianne CodeAssociate Professor, Faculty of Education, University of British ColumbiaAdresă de e-mail confirmată pe ubc.ca

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Philip H. Winne

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

Adresă de e-mail confirmată pe sfu.ca - Pagina de pornire

educational psychology self-regulated learning metacognition learning analytics


Titlu Sortați după descrierea bibliografică Sortați după an Sortați după titlu	Citat de Citat de	Anul
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	5041	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	1338	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	692	2002
A cognitive and metacognitive analysis of self-regulated learning PH Winne Handbook of self-regulation of learning and performance, 15-32, 2011	561*	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	459	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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