Context moderates students' self-reports about how they study

By Allyson Fiona Hadwin, Philip H. Winne, Denise Stockley, John C. Nesbit, C. Woszczyna. 2001

252 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/99ab9e359346ee4069cd40ee74bfb3708d2a7472

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Roger Azevedo
2. Ernesto Panadero
3. B. Zimmerman
4. Allyson Fiona Hadwin
5. T. Cleary
6. G. L. Callan
7. Jennifer G. Cromley
8. Sanna Järvelä

In Education

1. Roger Azevedo
2. Allyson Fiona Hadwin
3. B. Zimmerman
4. T. Cleary
5. Stephanie Pieschl
6. Jennifer G. Cromley
7. Lawrence Jun Zhang
8. Lindsay McCardle

Citations in the corpus

• Self-regulation and autonomy in problem- and project-based learning environments (2013, background): “Because conditions for learning change constantly, a self-regulated learner adjusts to new conditions, adapts goals and makes tactical choices to work towards realization of those goals (Hadwin et al., 2001).”
• Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis (2013, background): “, science, math) and across distinct tasks within the same domains or contexts [29–31].”
• Improving Measurements of Self-Regulated Learning (2010, unknown): “Colleagues and I previously identified other challenges when measuring SRL as aptitude using learners’ self-reports ( Hadwin, Winne, Stockley, Nesbit, & Wosczyna, 2001 ; Winne, Jamieson-Noel, & Muis, 2002 ; Winne & Perry, 2000 ).”
• Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, background): “However, researchers such as Cohen (2003, 2007), Grabe (2004), Hadwin, Winne, Stockley, Nesbit, and Woszczyna (2001), Paris (2002), and Zhang (2003) pointed out that strategies themselves are not inherently good or bad, but they have the potential to be used effectively or ineffectively in…”
• Self-report of reading comprehension strategies: What are we measuring? (2007, background): “Several researchers, however, have recently called into question whether self-report measures of strategy use in reading can be valid with any group of participants (Baker & Cerro, 2000; Hadwin, Winne, Stockley, Nesbit, & Woszczyna, 2001 ).”
• Students’ Adaptation of Study Strategies When Preparing for Classroom Tests (2007, background): “For instance, summarization may facilitate information storage, memorization, comprehension, integration and/or translation ( Hadwin et al., 2001 ).”
• The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis (2015, unknown): “and school (Eccles et al. 1993; Hadwin et al. 2001; Zimmerman and Martinez-Pons 1990).”
• Metacognitive calibration—an extended conceptualization and potential applications (2009, methodology): “To give an example of an empirical study using this research strategy for the external criterion “context” (although the researchers never explicitly used the term discrimination): Hadwin et al. (2001) showed that students discriminated between three different tasks.”
• Models of Self-regulated Learning: A review (2001, background): “Hadwin et al. (1997) investigated the role of context in university students’ self-reports of studying.”