A Cognitive and Metacognitive Analysis of Self-Regulated Learning

By Philip H. Winne. 2011

303 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/4cb055284479178f4c36a05187778274f4942d4b

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In Developmental and Educational Psychology

Citations in the corpus

Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, background): “…this issue, Binbarasan-Tüysüzoğlu and Greene (2015) use judgments of learning made when thinking aloud to test assumption of the COPES model of SRL (Winne 1997, 2010, 2011, 2014; Winne and Hadwin 1998, 2008) and examine contingencies between metacognitive monitoring and control process and their…”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “SSA can happen spontaneously and automatically in an internal way, in which students may not be aware of their own processing because it is not explicit (Winne, 2011).”
Issues in researching self-regulated learning as patterns of events (2014, background): “There are fundamentally two options: change or repeat (Winne 2011).”
Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance (2018, background): “Therefore, educational psychologists have paid considerable attention to metacognition in the learning process (e.g., Hacker et al. 2009; Pintrich and De Groot 1990; Winne 2011).”
Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning (2015, methodology): “By being metacognitively aware of their studying, they experiment with methods of learning (Winne 1997, 2011).”
Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting academic success (2016, background): “Decisions made about learning are influenced by conditions , which can be internal (e.g., motivation and prior knowledge) and external (e.g., instructional scaffolds or learning task grading policy) (Winne, 2011; Winne & Hadwin, 1998).”
Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement (2018, background): “Figure 2 presents a simplified version of Winne’s model which conceptualises self- regulated learning as a series of coordinated cyclical phases with loose boundaries between them—for more details, see Winne (2011) and Panadero (2017).”
A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, methodology): “According to Winne and Hadwin’s model (e.g., Winne, 2011), studying is powered by SRL across four linked phases that are open and recursive and are comprehended in a feedback loop.”
Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning (2013, unknown): “Information processing theory (e.g., Winne 2011) predicts that as cognitive networks and structures become established, new information may be processed automatically.”
Learning analytics to unveil learning strategies in a flipped classroom (2017, unknown): “Alternatively, or in addition, the cause might originate in the ‘subjective’ facet of conditional knowledge, that is, students’ motivation and epistemological beliefs (Winne,1996; Winne, 2011; Greene & Azevedo, 2007).”