A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions

By Jeffrey Alan Greene, Roger Azevedo. 2007

492 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d5dd1a41a49fdc58a017f03fa5e8aeb0b277de4a

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In Developmental and Educational Psychology

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Citations in the corpus

Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, background): “Thus, an important task for EC research should be to examine students’ relative assessments of the value and costs of achieving different epistemic aims (cf. Greene & Azevedo, 2007).”
The Influence of Motivational Regulation Strategies on Online Students’ Behavioral, Emotional, and Cognitive Engagement (2018, background): “Especially in online learning environments, motivation plays a crucial role due to the autonomous nature of the online learning context (Green & Azevedo, 2007).”
Sequential and temporal characteristics of self and socially regulated learning (2014, background): “…comprehensive research collecting empirical findings to support these theories is scarce and there have been few validations in real learning settings (Bannert and Mengelkamp 2013; Biswas et al. 2010; Greene and Azevedo 2007; Greene and Azevedo 2010; Schoor and Bannert 2012; Winne and Nesbit 1995).”
Testing interest and self-efficacy as predictors of academic self-regulation and achievement (2014, background): “…shared by motivation and selfregulation, many researchers have examined the interrelationships between academic motivation, self-regulation, and achievement (Greene & Azevedo, 2007; Hsieh et al., 2012; Pintrich, 1999; Pintrich & De Groot, 1990; Zimmerman & Bandura, 1994; Zimmerman et al., 1992).”
Impact of AI assistance on student agency (2023, background): “In the context of SRL, it is suggested that agency is evident through five key elements referred to as COPES, which encompass conditions, operations, products, evaluation, and standards, as outlined in Winne ’ s model (Greene & Azevedo, 2007).”
Executive function and metacognition: Towards a unifying framework of cognitive self-regulation (2017, background): “…play a key role and are considered as main sources of the individual differences in all phases of the self-regulated learning process (for a review see Greene & Azevedo, 2007; Winne, 1996, 2001), the models of Boekaerts (1997) and Zimmerman (1990, 2008) situate MC at the micro- and task-levels.”
Self-assessment: Theoretical and Practical Connotations. When it Happens, How is it Acquired and what to do to Develop it in our Students (2013, background): “However, self-assessment also occurs during the learning process to the extent that the student monitors what he or she is doing, and compares it with procedural criteria (Greene & Azevedo, 2007; Winne & Hadwin, 1998).”
Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online (2009, background): “1 301 295 0933. tino), nc. ephens, J. M., Academic moti rnet and Higher Education (2 As online enrollments have grown, so too has scholarly interest in students' academic motivation and self-regulation in online courses (Dabbagh & Kitsantas, 2004; Green & Azevedo, 2007).”
Development and Initial Validation of the Online Learning Value and Self-Efficacy Scale (2008, background): “Participant differences may be noteworthy if one considers recent appeals to investigate developmental differences in learners’ motivational beliefs and self-regulatory skills (Greene & Azevedo, 2007; Pintrich, 2003).”