Educational Psychology

Canada Research Chair in Self-Regulated Learning & Learning Technologies

Research Interests

Educational Psychology: self-regulated learning, metacognition, motivation, study tactics and learning strategies, adaptive software for researching and promoting self-regulated learning

Email: philip_winne@sfu.ca

Publications (last 10 years)

Books and Monographs (5 lifetime)

Alexander, P. A., & Winne, P. H. (Eds). (2006). Handbook of educational psychology (2nd ed). Mahwah, NJ: Lawrence Erlbaum Associates.

Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2009). Educational psychology (3rd Canadian ed). Toronto: Pearson. [3rd Canadian ed., 2006; 2nd Canadian ed., 2003; 1st Canadian ed., 2000]

Tomlinson, P., Dockrell, J., & Winne, P. (Eds.). (2005). Pedagogy – Teaching for Learning. Monograph Series II: Psychological Aspects of Education, 3. Leicester, UK: The British Psychological Society.

Refereed and Invited Journal Articles (78 lifetime)

Gress, C. L. Z., Fior, M., Hadwin, A. F., & Winne, P. H. (in press, 2010). Measurement and assessment in computer supported collaborative learning. Computers in Human Behavior.

Hadwin, A. F., Oshige, M., Gress, C. L. Z., & Winne, P. H. (in press, 2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior.

Kumar, V., Gress, C. L. Z., Hadwin, A. F., & Winne, P. H. (in press, 2010). Assessing process in CSCL: An ontological approach. Computers in Human Behavior.

Morris, R., Church, H., Hadwin, A. F., Gress, C. L. Z., & Winne, P. H. (in press, 2010). The use of roles, scripts, and prompts to support CSLC in gStudy. Computers in Human Behavior.

Winne, P. H., Hadwin, A. F., & Gress, C. L. Z. (in press, 2010). The Learning Kit Project: Software tools for supporting and researching regulation of collaborative learning. Computers in Human Behavior.

Lodewyk, K., Winne, P. H., & Jamieson-Noel, D. L. (2009). Implications of task structure on self-regulated learning and achievement. Educational Psychology, 29, 1-25.

Muis, K. R., Winne, P. H., & Edwards, O. V. (2009). Modern psychometrics for assessing achievement goal orientation: A Rasch analysis. British Journal of Educational Psychology, 79, 547–576.

Hadwin, A. F., Nesbit, J. C., Code, J., Jamieson-Noel, D. L., & Winne, P. H. (2007). Examining trace data to explore self-regulated learning. Metacognition and Learning, 2, 107-124.

Muis, K. R., Winne, P. H., & Jamieson-Noel, D. L., (2007). Using a multitrait multimethod analysis to examine conceptual similarities of three self-regulated learning inventories. British Journal of Educational Psychology, 77, 177-195.

Nesbit, J. C., Winne, P. H., Jamieson-Noel, D., Code, J., Zhou, M., MacAllister, K., Bratt, S., & Wang, W., & Hadwin, A. F. (2006). Using cognitive tools in gStudy to investigate how study activities covary with achievement goals. Journal of Educational Computing Research, 35, 339-358.

Perry, N. E. & Winne, P. H. (2006). Learning from learning kits: gStudy traces of students’ self-regulated engagements using software. Educational Psychology Review, 18, 211-228.

Winne, P. H. (2006). How software technologies can improve research on learning and bolster school reform. Educational Psychologist, 41, 5–17.

Winne, P. H., Nesbit, J. C., Kumar, V., & Hadwin, A. F., Lajoie, S. P., Azevedo, R. A., & Perry, N. E. (2006). Supporting self-regulated learning with gStudy software: The Learning Kit Project. Technology, Instruction, Cognition and Learning, 3(1), 105-113.

Hadwin, A. F. Winne, P. H., & Nesbit, J. C. (2005). Roles for software technologies in advancing research and theory in educational psychology. British Journal of Educational Psychology, 75, 1-24.

Lodewyk, K., & Winne, P. H. (2005). Relations between the structure of learning tasks, achievement, and changes in self efficacy in secondary students. Journal of Educational Psychology, 97, 3-12.

Winne, P. H. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33, 559-565.

Winne, P. H. (2005). Key issues in modeling and applying research on self-regulated learning. Applied Psychology: An International Review, 54, 232-238.

Winne, P. H. (2004). Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments. International Journal of Educational Research, 41, 466-488.

Winne, P. H. (2004). Theoretical and methodological challenges when researching motivation in context. European Psychologist, 9, 257-263.

Winne, P. H. (2004). Putting volition to work in education. Teachers College Record, 106, 1879-1887.

Winne, P. H. (2004). Meeting challenges in research on self-regulated learning: Contributions of Paul R. Pintrich. In Limón, M. (Ed.) A tribute to Paul R. Pintrich’s Contributions to Psychology and Education [Special issue]. Electronic Journal of Research in Educational Psychology, 2. http://www.investigacion-psicopedagogica.org/revista/

Jamieson-Noel, D. L., & Winne, P. H. (2003). Comparing self-reports to traces of studying behavior as representations of students’ studying and achievement. German Journal of Educational Psychology, 17, 159-171. [Zeitschrift für Pädagogische Psychologie]

Nesbit, J. C., & Winne, P. H. (2003). Self-regulated inquiry with networked resources. Canadian Journal of Learning and Technology, 29, 71-92.

Winne, P. H., & Jamieson-Noel, D. L. (2003). Self-regulating studying by objectives for learning: Students’ reports compared to a model. Contemporary Educational Psychology, 28, 259-276.

Winne, P. H., & Jamieson-Noel, D. L. (2002). Exploring students’ calibration of self-reports about study tactics and achievement. Contemporary Educational Psychology, 27, 551-572.

Hadwin, A. F., & Winne, P. H. (2001). CoNoteS: A software tool for promoting self-regulated learning in networked collaborative learning environments [Special issue]. Evaluation Research in Education, 7, 313-334.

Hadwin, A. F., Winne, P. H., Stockley, D. B., Nesbit, J. C., & Wosczyna, C. (2001). Context moderates students’ self-reports about how they study. Journal of Educational Psychology, 93, 477-487.

Winne, P. H. (1999). How to improve the credibility of research in education. Issues in Education, 5, 273-278.

Winne, P. H. (1997). Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89, 397-410.

Chapters in Books and Monographs (40 lifetime)

Winne, P. H., Zhou, M., & Egan, R. (in press, 2010). Assessing self-regulated learning skills. In G. Schraw (Ed.), Assessment of higher-order thinking skills. New York: Routledge.

Winne, P. H., & Hadwin, A. F. (in press, 2010). Self-regulated learning and sociocognitive theory. In B. McGaw, P. L. Peterson & E. Baker (Eds.), International encyclopedia of education (3^rd ed.). Amsterdam: Elsevier.

Zhou, M., Xu, Y., Nesbit, J. C., & Winne, P. H. (in press, 2010). Sequential pattern analysis of learning logs: Methodology and applications. In C. Romero, S. Ventura, S. R. Viola, M. Pechenizkiy & R. de Baker (Eds.)., Handbook of educational data mining. New York: Routledge.

Winne, P. H., & Nesbit, J. C. (2010). The psychology of school performance. Annual Review of Psychology, 61, 653-678.

Winne, P. H., & Nesbit, J. C. (2009). Supporting self-regulated learning with cognitive tools. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 259-277). New York: Routledge.

Zhou, M., & Winne, P. H. (2009). Designing multimedia to trace goal-setting in studying. In R. Zheng (Ed.). Cognitive effects of multimedia learning (pp. 288-311). Hershey, PA: IGI Global.

Nesbit, J. C., & Winne, P. H. (2008). Tools for learning in an information society. In T. Willoughby & E. Wood (Eds.), Children’s learning in a digital world (pp. 173-195). Oxford, UK: Blackwell Publishing.

Winne, P. H., & Hadwin, A. F. (2008). The weave of motivation and self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 297-314). Mahwah, NJ: Lawrence Erlbaum Associates.

Kumar V., Nesbit, J. C., Winne, P. H., Hadwin, A. F., Han, K. (2007). Quality rating and recommendation of learning objects. In S. Pierre (Ed.), E-learning networked environments and architectures: A knowledge processing perspective (pp. 337-372). London: Springer.

Nesbit, J. C., & Winne, P. H. (in press). Tools for learning in an information society. In T. Willoughby & E. Wood (Eds.), Children’s learning in a digital world. Oxford, UK: Blackwell.

Winne, P. H., & Nesbit, J. C. (in press). Supporting self-regulated learning with cognitive tools. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Handbook of metacognition in education. Mahwah, NJ: Lawrence Erlbaum Associates.

Zhou, M., & Winne, P. H. (in press). Designing multimedia to trace goal-setting in studying. In R. Zheng (Ed.). Cognitive effects of multimedia learning. Hershey, PA: IGI Global.

Winne, P. H., & Hadwin, A. F. (2008). The weave of motivation and self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 297-314). Mahwah, NJ: Lawrence Erlbaum Associates.

Alexander, P. A., & Winne, P. H. (2006). Afterword. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 981-984) Mahwah, NJ: Lawrence Erlbaum Associates.

Winne, P. H. (2006). Meeting challenges to researching learning from instruction by increasing the complexity of research. In J. Elen and R. E. Clark (Eds.), Handling complexity in learning environments: Research and theory (pp. 221-236). Amsterdam: Pergamon.

Winne, P. H. (2005). Researching and promoting self-regulated learning using software technologies. In P. Tomlinson, J. Dockrell, & P. Winne. (Eds.). (2005). Pedagogy—Teaching for learning. Monograph Series II: Psychological Aspects of Education, 3 (pp. 91-105). Leicester, UK: The British Psychological Society.

Perry, N. E., & Winne, P. H. (2004). How motivational messages from home and school influence young children’s engagement in learning. In D. M. McInerney and S. van Etten (Eds.), Research on sociocultural influences on motivation and learning, vol. 4. Big theories revisited (pp. 199-222). Greenwich, CT: Infoage.

Winne, P. H., Jamieson-Noel, D. L., & Muis, K. (2002). Methodological issues and advances in researching tactics, strategies, and self-regulated learning. In P. R. Pintrich and M. L. Maehr (Eds.), Advances in motivation and achievement: New directions in measures and methods (Vol. 12, pp. 121-155). Greenwich, CT: JAI Press.

Perry, N. E. & Winne, P. H. (2001). Individual differences and diversity. In L. Corno (Ed.), Yearbook of the National Society for the Study of Education: Vol. 100, Part 1. Education across a century: The centennial volume (pp. 100-139). Chicago: National Society for the Study of Education.

Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed, pp. 153-189). Mahwah, NJ: Lawrence Erlbaum Associates.

Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). Orlando, FL: Academic Press.

Hadwin, A. F., & Winne, P. H. (1998). CoNoteS: A software tool for promoting self-regulated learning in networked collaborative learning environments. In C. Rust (Ed.) Improving student learning: Improving students as learners (pp. 539-549). Oxford, UK: Oxford Centre for Staff Learning and Development.

Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Mahwah, NJ: Lawrence Erlbaum Associates.

Winne, P. H., & Stockley, D. B. (1998). Computing technologies as sites for developing self-regulated learning. In D. H. Schunk and B. J. Zimmerman (Eds.), Developing self-regulated learning: From teaching to self-reflective practice (pp. 106-136). New York: Guilford.

Refereed Conference Proceedings (9 lifetime)

Adesope, O., Nesbit, J. C., & Winne, P. H., Leacock, T. L. & the Learning Kit Project Team. (2006). Using software tools to promote metacognition: The Learning Kit Project. Proceedings of the 2nd International Biennial Conference of the Metacognition Special Interest Group of the European Association of Research in Learning and Instruction, Cambridge, UK.

Leacock, T. L., Winne, P. H., Kumar, V., & Shakya, J. (2006). Using technology to support self-regulation in university writing. Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies (pp. 1073-1075). Kerkrade, The Netherlands.

Leacock, T., Winne, P. H., & Nesbit, J. C. (2006). Metacognitive activities and writing anxiety in university students. Proceedings of the 2nd International Biennial Conference of the Metacognition Special Interest Group of the European Association of Research in Learning and Instruction. Cambridge, UK.

Winne, P. H., & The Learning Kit Project Team. (2006). The Learning Kit Project: Advancing research on learning as learners learn in everyday settings. Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies (pp. 975-979). Kerkrade, The Netherlands.

Kumar, V., Winne, P. H., Hadwin, A. F., Nesbit, J. C., Jamieson-Noel, D. L., Calvert, T., & Samin, B. (2005). Effects of self-regulated learning in programming. Proceedings of the 5th IEEE International Conference on Advanced Learning Technologies. Kaohsiung, Taiwan, pp. 383-387.

Reports

Winne, P. H., Nesbit, J. C., & Gress, C. Z. L. (2006, May). Cautions about Rating BC’s Schools. Faculty of Education, Simon Fraser University.

Software Projects (last 10 years)

Winne, P. H., Hadwin, A. F., & Beaudoin, L. (2009). nStudy: A web application for researching and promoting self-regulated learning (version 1.30) [computer program]. Simon Fraser University, Burnaby, BC, Canada.

Hadwin, A. F., Gress, C., Winne, P. H., & Jordanov, M. (2007). gChat: A chat interface with scaffolds to enhance collaborative effectiveness (version 2.0) [computer program]. Simon Fraser University, Burnaby, BC.

Hadwin, A. F., Winne, P. H., Murphy, C., Walker, J. K., & Rather, N. (2005). WebQuestionnaire: An authoring tool for developing and administering online questionnaires (version 2.0) [computer program]. Simon Fraser University, Burnaby, BC.

Hadwin, A. F., Winne, P. H., & Nesbit, J. C., Joulovian, T., & Murphy, C. (2007). Log Analyzer: A toolkit for analyzing gStudy log data and computing transition metrics (version 2.2) [computer program]. Simon Fraser University, Burnaby, BC.

Learning Kit Software Development Team, & Winne, P. H. (2007). Learning Kit management system. (version 1.0) [computer program]. Simon Fraser University, Burnaby, British Columbia.

Winne, P. H., Hadwin, A. F., Nesbit, J. C., Leacock, T. L., Kumar, V., & Beaudoin, L. (2007). gStudy: A toolkit for developing computer-supported tutorials and researching learning strategies and instruction (versions 4.0 and 5.0) [computer program]. Simon Fraser University, Burnaby, BC.

Xu, Y., Nesbit, J. C., Zhou, M., & Winne, P. H. (2007). Log validator: A tool to parse logfiles generated by gStudy. (version 2.0) [computer program]. Simon Fraser University, Burnaby, BC.

Hadwin, A. F., Winne, P. H., Gama, C., Wozney, L. Murphy, C., Beaudoin, L., & Barreau, G. (2002). StatSTUDY: A learning toolkit for introductory statistics (version 1.0) [computer program]. Simon Fraser University, Burnaby, BC.

Winne, P. H., & Field, D. (2000). Study: An environment for authoring and presenting adaptive learning tutorials (version 3.5) [computer program]. Simon Fraser University, Burnaby, BC.

Public Presentations and Conference Presentations (last 10 years)

Refereed Conference Presentations and Invited Addresses (198 lifetime)

Winne, P. H. (2010, May). Tracing metacognition with nStudy software. To be presented: 4^th Biennial Meeting of the European Association of Research on Learning and Instruction Special Interest Group on Metacognition, Muenster, Germany.

Beaudoin, L., & Winne, P. H. (2009, June). nStudy: An internet tool to support learning, collaboration and researching learning strategies. Canadian e-Learning Conference, Vancouver.

Franco, G. M., Muis, K. R., Winne, P. H., Ranellucci, J.,  Nussbaumer, D. & Sampasivam, L. (2009, August). The development of a context-specific epistemic beliefs instrument: A validation study. American Psychological Association, Toronto.

Ma, W., & Winne, P. H. (2009, August). Effects of delayed summarizing on judgments of learning and achievement. American Psychological Association, Toronto.

Muis, K. R., & Winne, P. H. (2009, August). Measuring self-regulated learning: Assessing the validity of three popular self-report inventories. European Association for Learning and Instruction, Amsterdam.

Sha, L., Winne, P. H., Campbell, S., & Nesbit, J. C. (2009, August). Complex relations between metacognitive judgments and control in self-regulated learning. American Psychological Association, Toronto.

Sha, L., Winne, P. H.,  & Campbell, S. (2009, April). Personal factors underlying the relation between metacognitive judgments and control in self-regulated learning. American Educational Research Association, San Diego.

Winne, P. H. (2009, August). nStudy: A tool for researching self-regulated learning. European Association for Learning and Instruction, Amsterdam.

Winne, P. H., & Nesbit, J. C. (2009, April). Characterizing self-regulated learning strategies. In R. Azevedo and P. H. Winne (Chairs), Understanding the Complex Nature of Self-Regulatory Processes during Learning with Computer-Based Learning Environments. American Educational Research Association, San Diego.

Zhou, M. & Winne, P. H. (2009, April). Need for cognition: Mediator or moderator of goal orientation in predicting achievement? American Educational Research Association, San Diego.

Nesbit, J. C., Xu, Y., Winne, P. H., & Zhou, M. (2008, August). Sequential pattern analysis software for educational event data. Measuring Behavior 2008, Maastricht, The Netherlands.

Zhou, M., & Winne, P. H. (2008, August). Tracing motivation in multimedia learning contexts. Measuring Behavior 2008, Maastricht, The Netherlands.

Leacock, T. L., & Winne, P. H. (2008, May). Decision-making during revision in academic writing. Canadian Society for the Study of Education, Vancouver, Canada.

Sha, L., Winne, P. H., Campbell, S. R., & Nesbit, J. C. (2008, March). Does motivation moderate the relation between metacognitive judgment and metacognitive control in self-regulated learning? American Educational Research Association, New York.

Weatherby, M. L-A., MacAllister, K., Winne, P. H., & Nesbit, J. C. (2008, March). It’s my life: Helping students to choose and plan careers. American Educational Research Association, New York.

Winne, P. H. (2008, March). Roles for motivation in self-regulated learning. In B. J. Zimmerman and D. H. Schunk (Organizers). Motivating Self-Regulated Learners: Theory, Research, and Application. American Educational Research Association, New York.

Zhou, M., & Winne, P. H. (2008, March). Differences in achievement goal-setting among high achievers and low achievers. American Educational Research Association, New York.Nesbit, J. C., Winne, P. H., Zhou, M., Xu, Yabo, Code, J., & Weatherby, M. (2007, August). Advancing log analysis of student interactions with cognitive tools. European Association for Learning and Instruction, Budapest.

Winne, P. H. (2007, July). Data and analyses in CSCL: What processes do learners and collaborators use in learning? In R. Azevedo (Organizer), Methodologies for analyzing group interactions: Theory, models and methods (Invited Symposium). Computer Supported Collaborative Learning, Rutgers, The State University of New Jersey.

Winne, P. H. (2007, July). Who is flying this airplane? Reconceptualizing research on intelligent tutoring systems to account for distributed intelligence. Artificial Intelligence and Education, Marina del Rey, California.

Gress, C. L. Z., & Winne, P. H. (2007, April). Measuring cognitive and metacognitive monitoring of study skills with trace data. American Educational Research Association, Chicago.

Hadwin, A. F., Gress, C. L. Z., Fior, M, Miller, M., Morris, R., Winne, P. H., & Tupper, K. (2007, May). Educational research on collaboration using the CSCL tool gStudy. Canadian Society for the Study of Education, Saskatoon.

Weatherby, M., Code, J., Nesbit, J. C., & Winne, P. H. (2007, April). Learning argumentation with cognitive tools. American Educational Research Association, Chicago.

Winne, P. H. (2007, May). What can we expect of research in educational psychology? Robbie Case Memorial Award address. Canadian Society for the Study of Education, Saskatoon.

Zhou, M., Winne, P. H., Nesbit, J., & Adesope, O. (2007, April). Relations of multivariate goal profiles to measures of self-regulated learning, epistemological beliefs and achievement. American Educational Research Association, Chicago.

Gress, C. L. Z., Winne, P. H., & Hadwin, A. F. (2007, February). Using interdisciplinary information technology to research how adolescents access and use health education materials in reasoning and decision making. International Conference on Information Technology and Communications in Health, Victoria, BC.

Bratt, S., Leacock, T., Nesbit, J. C., & Winne, P. H. (2006, April). Formative assessment of software tools for promoting self-regulated learning. American Educational Research Association, San Francisco.

Gress, C. L. Z., Fior, M., Hadwin, A. F., Winne, P. H. (2006, May). Measuring and assessing collaboration. Canadian Society for the Study of Education, Toronto.

Gress, C. L. Z., Winne, P. H., & Hadwin, A. F. (2006, May). Looking for self-generated feedback: A content analysis of contemporary study skills textbooks. Canadian Society for the Study of Education, Toronto.

Hadwin, A. F., Church, H., Gress, C. L. Z., Morris, R., & Winne, P. H. (2006, May). The use of prompts, roles, and scripts in collaboration. Canadian Society for the Study of Education, Toronto.

Kumar, V., Gress, C. L. Z., Hadwin, A. F., Shakya, J., & Winne, P. H. (2006, May). Designing and utilizing a virtual coach. Canadian Society for the Study of Education, Toronto.

Oshige, M., Hadwin, A. F., Gress, C. L. Z., & Winne, P. H. (2006, May). Social constructivist model of self-regulated learning. Canadian Society for the Study of Education, Toronto.

Pontin, O., Hadwin, A. F., Kanciru, M., & Winne, P. H. (2006, May). The gStudy “Study Skills Kit.” Empirically supported strategies and tactics. Canadian Society for the Study of Education, Toronto.

Stewart, J., Winne, P. H., & Gagnon, F. (2006, August). Investigating student learning with gStudy. 19th Biennial Conference on Chemical Education. West Lafayette, IN.

Winne, P. H., Nesbit, J. C., & Hadwin, A. F. (2005, April). Doubling the potential to enhance learning with gStudy. BCEd Online, Vancouver.

Nesbit, J. C., Winne, P. H., Jamieson-Noel, D., Bratt, S., & MacAllister, K. (2005, October). Researching self-regulated learning: Tracking the missing link with interactive software. World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (E-Learn 2005). Vancouver.

Bennett, N., Nesbit, J., Jamieson-Noel, D., Winne, P.H., MacAllister, K., & Zhou, M. (August, 2005). Perspectives on using technological tools in authentic contexts: Strengths and limitations. In D. Jamieson-Noel (Organizer). New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. American Psychological Association, Washington, DC.

Hadwin, A. F., Nesbit, J. C., Jamieson-Noel, D., Winne, P. H., & Kumar, V. (2005, April). Tracing self-regulated learning in an e-learning environment. American Educational Research Association, Montreal.

Jamieson-Noel, D., Nesbit, J., Winne, P. H., Zhou, M., Bennett, N. & MacAllister, K., & (August, 2005). The stability of goal orientation in a multi-assignment undergraduate course. In D. Jamieson-Noel (Organizer). New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. American Psychological Association, Washington, DC.

MacAllister, K., Winne, P. H., Nesbit, J., Jamieson-Noel, D., Zhou, M., & Bennett, N. (August, 2005). Tools for investigating self-regulated learning: An overview. In D. Jamieson-Noel (Organizer). New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. Symposium presented at the American Psychological Association, Washington, DC.

Perry, N. E., & Winne, P. H. (2005, April). Tasks that extend opportunities for self-regulated learning: A lifecycles learning kit for grade 1 students. American Educational Research Association, Montreal.

Perry, N. E., & Winne, P. H. (2005, August). Learning from learning kits: gStudy traces students’ self-regulated engagements with computerized content. European Association for Learning and Instruction, Nicosia, Cypress.

Winne, P. H. and the Learning Kit Team (2005, May). Enhancing research in educational psychology using gStudy software. Invited address, Canadian Association for Educational Psychology, London, Ontario.

Winne, P. H., Jamieson-Noel, D., Nesbit, J., Zhou, M., Bennett, N. & MacAllister, K. (August, 2005). Self-report and trace data as tools for examining self-regulated learning. In D. Jamieson-Noel (Organizer). New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. Symposium accepted for presentation at the American Psychological Association, Washington, DC.

Winne, P. H., Nesbit, J. C., Kumar, V., & Hadwin, A. F. (2005, April). Supporting self-regulated learning with gStudy software: The learning kit project. American Educational Research Association, Montreal.

Zhou, M., Bennett, N., MacAllister, K., Winne, P. H., Jamieson-Noel, D., & Nesbit, J. (August, 2005). The Role of Instructional Tools in Facilitating Approaches to Self-Regulated Learning. In D. Jamieson-Noel (Organizer). New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. Symposium accepted for presentation at the American Psychological Association, Washington, DC.

Winne, P. H. (2004, September). Promoting learning and self-regulated learning using software technologies. Invited address, Pedagogy: Teaching for Learning. British Psychological Association, Leeds, UK.

Muis, K., & Winne, P. H. (2004, August). A Rasch measurement model analysis of the achievement goal questionnaire. American Psychological Association, Honolulu.

Winne, P. H., Muis, K., & Jamieson-Noel, D. L. (2004, August). Relationships among goal orientation, calibration bias and performance in response to successive feedback in an undergraduate course. American Psychological Association, Honolulu.

Winne, P. H. (2004, June). Reinventing educational research to advance educational science. Invited address, Canadian Society for the Study of Education, Winnipeg, Manitoba.

Chu, S. T. L., Jamieson-Noel, D. L., & Winne, P. H. (2004, April). Feedback effects on studying and achievement. American Educational Research Association, San Diego.

Jamieson-Noel, D. L., Chu, S. T. L., & Winne, P. H. (2004, April). The effect of feedback on calibration of study tactics and performance. American Educational Research Association, San Diego.

Jamieson-Noel, D. L., Winne, P. H., & Muis, K. (2004, April). Factors students consider when responding to self-report questionnaires about self-regulated learning. American Educational Research Association, San Diego.

Muis, K., Winne, P. H., & Jamieson-Noel, D. L. (2004, April). A multitrait multimethod study of three self-regulated learning inventories. American Educational Research Association, San Diego.

Winne, P. H. (2004, April). Studying and promoting self-regulated learning using software tools. American Educational Research Association, San Diego.

Bradley, N., Paras, B., McLellan, A-M., Cull-Hewitt, R., Winne, P. H., & Goodman, D. (2004, March). A preliminary study to investigate concussion knowledge acquisition through participation in a video game. Skating into the Future: Hockey in the New Millennium II. University of New Brunswick, Fredericton, New Brunswick.

Jamieson-Noel, D. L., Muis, K., & Winne, P. H. (2003, August). Goal orientation and study tactics: Patterns in how students’ approach studying. American Psychological Association, Toronto.

Winne, P. H. (2003, August). Dialectics in research on self-regulated learning. President’s address, Division 15–Educational Psychology. American Psychological Association, Toronto.

Winne, P. H., Jamieson-Noel, D. L., & Muis, K. (2003, August). The stability of goal orientation as a function of feedback and calibration of achievement in a multi-assignment undergraduate course. American Psychological Association, Toronto.

Winne, P. H. (2003, May).Students’ calibration of knowledge and learning processes: Implications for R&D on software learning environments. Invited address, Second European Workshop on Design, Development and Implementation of Powerful Learning Environments, Antwerp, Belgium.

McTavish, R. N., & Winne, P. H. (2003, April). The effects of interface design on cognitive load: An investigation of knowledge forum. American Educational Research Association, Chicago.

Winne, P. H., & Muis, K. (2003, April). Can statistical estimates replace students’ judgments about knowledge in calibration of achievement? American Educational Research Association, Chicago.

Winne, P. H., Jamieson-Noel, D. L., & Muis, K. (2002, August). Further studies of calibration of self-reports about study tactics and achievement. American Psychological Association, Chicago.

Muis, K., Winne, P. H., & Jamieson-Noel, D. L. (2002, August). A multitrait-multimethod study of three self-regulated learning inventories. American Psychological Association, Chicago.

Jamieson-Noel, D. L., Winne, P. H., & Muis, K. (2002, August). Comparing self-reports about studying, actual studying behavior, and achievement. American Psychological Association, Chicago.

Jamieson-Noel, D., Winne, P. H., & Muis, K. (2002, April). Review after studying: How is it done? How does it affect achievement? American Educational Research Association, New Orleans.

Jamieson-Noel, D., Winne, P. H., & Muis, K. (2002, April). Calibration of self-reports about study tactics and achievement. American Educational Research Association, New Orleans.

Winne, Jamieson-Noel, D. L, & Muis, K. (2002, April). Methodological issues and advances in researching tactics, strategies, and self-regulated learning. In S. L. Yu (Chair), Advances in Methodological and Measurement Issues in Motivation. American Educational Research Association, New Orleans.

Jamieson-Noel, D. L., Chu, S. T. L., & Winne, P. H. (2001, August). Relations among MSLQ, self-reported studying behaviors, and achievement. American Psychological Association, San Francisco.

Jamieson-Noel, D. L., & Winne, P. H. (2001, April). How students perceive studying: Comparing self-reports to traces of actual studying behavior. American Educational Research Association, Seattle.

Winne, P. H., & Jamieson-Noel, D. L. (2001, April). How self perceptions of prior knowledge and self-regulated learning interact to affect learning. American Educational Research Association, Seattle.

Winne, P. H., & Jamieson-Noel, D. L. (2001, April). Testing students’ models of self-regulated studying against theory. American Educational Research Association, Seattle.

Chu, S. T. L., Jamieson-Noel, D. L., & Winne, P. H. (2000, April). The role of feedback on studying behaviors, achievement, and calibration. American Educational Research Association, New Orleans.

Hadwin, A. F., Jamieson-Noel, D. L., McTavish, R., McNamara, J. K., & Winne, P. H. (2000, April). Designing courses to support self-regulated learning: Teacher as researcher. In P. H. Winne (Chair), Four Views of Computer-Supported Research on Self-Regulated Learning. American Educational Research Association, New Orleans.

Jamieson-Noel, D. L., McTavish, R., McNamara, J. K., Hadwin, A. F., & Winne, P. H. (2000, April). Agents in learning: Students as researchers. In P. H. Winne (Chair), Four Views of Computer-Supported Research on Self-Regulated Learning. American Educational Research Association, New Orleans.

Jamieson-Noel, D. L., Chu, S. T. L., & Winne, P. H. (2000, April). Task definition and study behaviors as determinants of achievement. American Educational Research Association, New Orleans.

Jamieson-Noel, D. L., Winne, P. H., & Chu, S. T. L. (2000, August). Self-reports about studying, actual studying behavior, and achievement. American Psychological Association, Washington DC.

Lodewyk, K. L., & Winne, P. H. (2000, June). Investigating the relationship between the structure of learning tasks, performance, and changes in self efficacy in secondary students. Canadian Association for Educational Psychology, Sherbrooke, QC.

McNamara, J. K., Hadwin, A. F., Jamieson-Noel, D. L., McTavish, R., & Winne, P. H. (2000, April). CoNoteS2 as an intervention to promote self-regulated learning. In P. H. Winne (Chair), Four Views of Computer-Supported Research on Self-Regulated Learning. American Educational Research Association, New Orleans.

McTavish, R., McNamara, J. K., Hadwin, A. F., Jamieson-Noel, D. L., & Winne, P. H. (2000, April). Re-engineering software tools in CoNoteS2: How software designers use data on learning. In P. H. Winne (Chair), Four Views of Computer-Supported Research on Self-Regulated Learning. American Educational Research Association, New Orleans.

Winne, P. H., Jamieson-Noel, D. L., & Chu, S. T. L. (2000, August). Perspectives on students’ calibration for study tactics and achievement. American Psychological Association, Washington DC.

Talks and Workshops

Winne, P. H., Nesbit, J. C., & Gress, C. L. Z. (2006, October). Technical challenges in developing ratings of schools, teaching and students. British Columbia Teachers Federation conference on Rethinking Accountability. Delta, BC.

Winne, P. H. (2005, February). The Learning Kit project. University of Oulu, Finland,

Winne, P. H. (2005, February). The Learning Kit project. University of Tubingen, Germany,

Winne, P. H., Nesbit, J. C, & The Learning Kit Team. (2005). The Learning Kit project. Cognitive Tools for Solo & Team e-Learning in gStudy. Learning Object Research Network, Vancouver, BC.

Winne, P. H., & Hadwin, A. F. (2004, May). The Learning Kit project. Learning Specialists Association of British Columbia.

Winne, P. H. (2004, March). Prospects and challenges in using software technologies in elementary education. District 43 Elementary School Principals’ Association, Coquitlam, BC.

Leadership and Service

Executive Boards and Committees

Journal Editorial Boards

Ad Hoc Reviewer for Journals (last 5 years)

American Educational Research Journal

Asia Pacific Education Review

Canadian Journal of Education

Canadian Journal of Program Evaluation

Educational and Psychological Measurement

Educational Psychology Review

Educational Researcher

Elementary School Journal

European Review of Applied Psychology

Instructional Science

Journal of Curriculum Studies

Journal of Educational Administration and Foundations

Perceptual and Motor Skills

Psychological Reports

Review of Educational Research

Social Science and Medicine

Teachers College Record

Panel Reviewer for Granting Agencies and Foundations (last 5 years)

Canada Research Chair Program, College of Reviewers

Institute of Education Sciences, Basic Processes Panel (2 3-year terms, USA)

Ad Hoc Reviewer for Granting Agencies and Foundations (last 5 years)

Canadian Council on Learning

Canadian Language and Literacy Research Network

Deutsche Forschungsgemeinschaft (Germany)

Fonds voor Wetenschappelijk Onderzoek–Vlaanderen (Flemish National Science Foundation, Belgium)

Institute of Education Sciences (USA)

National Institutes of Health – National Institute of General Medical Sciences (USA)

National Science Foundation (USA)

Qatar Foundation

Social Sciences and Humanities Research Council of Canada

U.S.–Israel Bi-National Science Foundation (Israel)

Conference Program Committees (last 10 years)

Conference Papers Reviewer (last 5 years)

American Educational Research Association, Division C–Learning and Instruction

American Psychological Association, Division 15–Educational Psychology

International Artificial Intelligence and Education Society

Computer Supported Collaborative Learning

International Congress of Applied Psychology

External Examiner (PhD)

Department of Education and Social Work, University of Sydney, Australia

Department of Educational and Counselling Psychology, McGill University

Department of Psychology, University of Waterloo

Department of Psychology, University of Western Ontario

Department of Studies in Education, Karnatak University, India

Faculty of Education, University of Joensuu, Finland

University Service

Faculty Service

Community Service

Research Grants

Awards and Honors

Teaching and Professional Positions

Graduate Student Supervision (last 10 years)

I supervised 2 post-doctoral research associates. I graduated 11 PhD students and 5 MA students, all in the Educational Psychology program. I presently supervise or serve as pro-tem advisor to 8 PhD students, 2 MA students and 1 MEd student. Nine of these current students are enrolled in the Educational Psychology program and the other two are enrolled in the Educational Technology and Instructional Design program.