The weave of motivation and self-regulated learning.

By Philip H. Winne, Allyson Fiona Hadwin. 2008

578 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/da43a300daa1749d8d7c6692e48c3e0da48c62ed

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In Developmental and Educational Psychology

Citations in the corpus

Investigating grit and its relations with college students’ self-regulated learning and academic achievement (2015, background): “For instance, models of SRL have highlighted the roles of goal setting, achievement goals, interest, value, perceived self-efficacy and attributions (Pintrich and Zusho 2002; Winne and Hadwin 2008).”
Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. (2013, background): “Self-regulation theories (e.g., Winne & Hadwin, 2008) articulate the direction and management of action, thought, and emotion leading to adaptive outcomes.”
Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning (2013, unknown): “Winne and Hadwin (1998, 2008) and Winne (2001, 2011) developed an information processing model of self-regulated learning that features goals (Greene and Azevedo 2007).”
Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions? (2015, methodology): “Next, while implementing the plans and strategies, they engage in a monitoring process in which they become aware of and monitor their emerging understanding or progress towards goals or task standards (Pintrich, 2004; Winne & Hadwin, 2008).”
Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes (2010, background): “For example, it is not clear from current research why individuals choose to employ particular strategies and how group members or the shared social context stimulate the origin of new motivational and cognitive activity (Winne & Hadwin, 2008).”
Examining self-efficacy during learning: variability and relations to behavior, performance, and learning (2015, background): “…self-regulated learning theorists propose that changes in self-efficacy are induced by prior SRL events and have implications for future events (Winne and Hadwin 2008; Zimmerman 2011), we conducted an additional pair of analyses to explore 4) how prior and concurrent performance metrics relate…”
Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges (2010, methodology): “The adaptive adjustments, based on continuous metacognitive monitoring and control related to the standards for the particular learning task, facilitate decisions regarding when, how, and what to regulate (Winne, 2001, 2005; Winne & Hadwin, 2008; Zimmerman, 2006).”
Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process (2013, background): “This approach requires studies, which treat SRL as adaptive to different conditions, and reveal how learners regulate their cognition, motivation and emotions during learning tasks and across different situations (Winne & Hadwin, 2008; Zimmerman, 2008).”
Issues in researching self-regulated learning as patterns of events (2014, background): “(See Winne and Hadwin 2008, for a fuller treatment of motivation and SRL.) Or, conditions could be P. H. Winne (*) Faculty of Education, Simon Fraser University, Burnaby, British Columbia V5A 1S6, Canada e-mail: winne@sfu.ca external factors in the environment that the learner judges may affect how…”
The role of self-regulated learning in students' success in flipped undergraduate math courses (2018, methodology): “We adopt the framework developed by Winne and Hadwin (1998, 2008) because their model specifically addresses self-regulated learning in technology-enhanced contexts (Azevedo et al., 2011; Azevedo, Moos, Greene, Winters, & Cromley, 2008), which are aligned well with the characteristics of flipped…”
Improving Measurements of Self-Regulated Learning (2010, background): “Examples include fear of having to attribute failure to low ability, insufficient incentive, low efficacy, and more (see Winne & Hadwin, 2008).”
Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement (2017, methodology): “Models of self-regulated learning tend to culminate in an adaptation phase where the individual self-evaluates his/her performance and identifies cognitive and behavioral modifications necessary to improve in the future (e.g., Winne & Hadwin, 2008).”
The role of individual differences in L2 writing (2012, background): “Additionally, the motivation to learn can also be consciously regulated and monitored (for a recent discussion of the self-regulation of motivation in educational psychology see: Sansone, 2008; Winne & Hadwin, 2008).”