| Year |
Citation |
Score |
| 2019 |
Winne PH, Teng K, Chang D, Lin MP, Marzouk Z, Nesbit JC, Patzak A, Raković M, Samadi D, Vytasek J. nStudy: Software for Learning Analytics about Processes for Self-Regulated Learning Journal of Learning Analytics. 6. DOI: 10.18608/JLA.2019.62.7 |
0.446 |
|
| 2019 |
Winne PH. Self-regulated learning in research with gifted learners High Ability Studies. 30: 277-287. DOI: 10.1080/13598139.2019.1622224 |
0.471 |
|
| 2019 |
Zhou M, Adesope OO, Winne PH, Nesbit JC. Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement Journal of Pacific Rim Psychology. 13. DOI: 10.1017/Prp.2018.28 |
0.36 |
|
| 2019 |
Winne PH. Paradigmatic Dimensions of Instrumentation and Analytic Methods in Research on Self-Regulated Learning Computers in Human Behavior. 96: 285-289. DOI: 10.1016/J.CHB.2019.03.026 |
0.438 |
|
| 2018 |
Muis KR, Sinatra GM, Pekrun R, Winne PH, Trevors G, Losenno KM, Munzar B. Main and moderator effects of refutation on task value, epistemic emotions, and learning strategies during conceptual change☆ Contemporary Educational Psychology. 55: 155-165. DOI: 10.1016/J.Cedpsych.2018.10.001 |
0.357 |
|
| 2017 |
Winne PH. Theorizing and researching levels of processing in self-regulated learning. The British Journal of Educational Psychology. PMID 28791689 DOI: 10.1111/bjep.12173 |
0.352 |
|
| 2017 |
Winne PH, Nesbit JC, Popowich F. nStudy: A System for Researching Information Problem Solving Technology, Knowledge and Learning. 22: 369-376. DOI: 10.1007/S10758-017-9327-Y |
0.391 |
|
| 2016 |
Marzouk Z, Rakovic M, Liaqat A, Vytasek J, Samadi D, Stewart-Alonso J, Ram I, Woloshen S, Winne PH, Nesbit JC. What if learning analytics were based on learning science? Australasian Journal of Educational Technology. 32. DOI: 10.14742/AJET.3058 |
0.502 |
|
| 2016 |
Trevors GJ, Muis KR, Pekrun R, Sinatra GM, Winne PH. Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect Discourse Processes. 53: 339-370. DOI: 10.1080/0163853X.2015.1136507 |
0.346 |
|
| 2015 |
Roll I, Winne PH. Understanding, evaluating, and supporting self-regulated learning using learning analytics Journal of Learning Analytics. 2: 7-12. DOI: 10.18608/Jla.2015.21.2 |
0.475 |
|
| 2015 |
Odilinye L, Popowich F, Zhang E, Nesbit J, Winne PH. Aligning automatically generated questions to instructor goals and learner behaviour Proceedings of the 2015 Ieee 9th International Conference On Semantic Computing, Ieee Icsc 2015. 216-223. DOI: 10.1109/ICOSC.2015.7050809 |
0.365 |
|
| 2014 |
Ali L, Hatala M, Gašević D, Winne PH. Leveraging MSLQ Data for Predicting Students Achievement Goal Orientations Journal of Learning Analytics. 1: 157-160. DOI: 10.18608/Jla.2014.13.11 |
0.477 |
|
| 2014 |
Winne PH. Issues in researching self-regulated learning as patterns of events Metacognition and Learning. 9: 229-237. DOI: 10.1007/S11409-014-9113-3 |
0.419 |
|
| 2012 |
Zhou M, Winne PH. Modeling academic achievement by self-reported versus traced goal orientation Learning and Instruction. 22: 413-419. DOI: 10.1016/J.LEARNINSTRUC.2012.03.004 |
0.31 |
|
| 2011 |
Winne PH, Muis KR. Statistical estimates of learners' judgments about knowledge in calibration of achievement Metacognition and Learning. 6: 179-193. DOI: 10.1007/s11409-011-9074-8 |
0.335 |
|
| 2010 |
Winne PH, Nesbit JC. The psychology of academic achievement. Annual Review of Psychology. 61: 653-78. PMID 19575616 DOI: 10.1146/annurev.psych.093008.100348 |
0.411 |
|
| 2010 |
WINNE PH. Improving Measurements of Self-Regulated Learning Educational Psychologist. 45: 267-276. DOI: 10.1080/00461520.2010.517150 |
0.43 |
|
| 2010 |
Morris R, Hadwin AF, Gress CLZ, Miller M, Fior M, Church H, Winne PH. Designing roles, scripts, and prompts to support CSCL in gStudy Computers in Human Behavior. 26: 815-824. DOI: 10.1016/J.Chb.2008.12.001 |
0.744 |
|
| 2010 |
Winne PH, Hadwin AF, Gress C. The learning kit project: Software tools for supporting and researching regulation of collaborative learning Computers in Human Behavior. 26: 787-793. DOI: 10.1016/J.Chb.2007.09.009 |
0.73 |
|
| 2010 |
Kumar VS, Gress CLZ, Hadwin AF, Winne PH. Assessing process in CSCL: An ontological approach Computers in Human Behavior. 26: 825-834. DOI: 10.1016/J.Chb.2007.07.004 |
0.772 |
|
| 2010 |
Hadwin AF, Oshige M, Gress CLZ, Winne PH. Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning Computers in Human Behavior. 26: 794-805. DOI: 10.1016/J.Chb.2007.06.007 |
0.711 |
|
| 2010 |
Gress CLZ, Fior M, Hadwin AF, Winne PH. Measurement and assessment in computer-supported collaborative learning Computers in Human Behavior. 26: 806-814. DOI: 10.1016/J.Chb.2007.05.012 |
0.72 |
|
| 2009 |
Lodewyk KR, Winne PH, Jamieson‐Noel DL. Implications of task structure on self‐regulated learning and achievement Educational Psychology. 29: 1-25. DOI: 10.1080/01443410802447023 |
0.425 |
|
| 2008 |
Nesbit JC, Winne PH. Tools for Learning in an Information Society Children's Learning in a Digital World. 173-195. DOI: 10.1002/9780470696682.ch7 |
0.313 |
|
| 2007 |
Muis KR, Winne PH, Jamieson-Noel D. Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories. The British Journal of Educational Psychology. 77: 177-95. PMID 17411494 DOI: 10.1348/000709905X90876 |
0.406 |
|
| 2007 |
Hadwin AF, Nesbit JC, Jamieson-Noel D, Code J, Winne PH. Examining trace data to explore self-regulated learning Metacognition and Learning. 2: 107-124. DOI: 10.1007/S11409-007-9016-7 |
0.758 |
|
| 2006 |
Nesbit JC, Winne PH, Jamieson-Noel D, Code J, Zhou M, Macallister K, Bratt S, Wang W, Hadwin A. Using cognitive tools in gStudy to investigate how study activities covary with achievement goals Journal of Educational Computing Research. 35: 339-358. DOI: 10.2190/H3W1-8321-1260-1443 |
0.757 |
|
| 2006 |
Winne PH. How Software Technologies Can Improve Research on Learning and Bolster School Reform Educational Psychologist. 41: 5-17. DOI: 10.1207/s15326985ep4101_3 |
0.303 |
|
| 2006 |
Perry NE, Winne PH. Learning from Learning Kits: gStudy Traces of Students’ Self-Regulated Engagements with Computerized Content Educational Psychology Review. 18: 211-228. DOI: 10.1007/S10648-006-9014-3 |
0.466 |
|
| 2005 |
Hadwin AF, Winne PH, Nesbit JC. Roles for software technologies in advancing research and theory in educational psychology. The British Journal of Educational Psychology. 75: 1-24. PMID 15831178 DOI: 10.1348/000709904X19263 |
0.645 |
|
| 2005 |
Winne PH. Key Issues in Modeling and Applying Research on Self-Regulated Learning Applied Psychology. 54: 232-238. DOI: 10.1111/J.1464-0597.2005.00206.X |
0.445 |
|
| 2005 |
Kumar V, Winne P, Hadwin A, Nesbit J, Jamieson-Noel D, Calvert T, Samin B. Effects of self-regulated learning in programming Proceedings - 5th Ieee International Conference On Advanced Learning Technologies, Icalt 2005. 2005: 383-387. DOI: 10.1109/ICALT.2005.131 |
0.382 |
|
| 2005 |
Lodewyk KR, Winne PH. Relations Among the Structure of Learning Tasks, Achievement, and Changes in Self-Efficacy in Secondary Students. Journal of Educational Psychology. 97: 3-12. DOI: 10.1037/0022-0663.97.1.3 |
0.623 |
|
| 2005 |
Winne PH. A Perspective on State-of-the-art Research on Self-regulated Learning Instructional Science. 33: 559-565. DOI: 10.1007/S11251-005-1280-9 |
0.428 |
|
| 2004 |
Winne PH. Comments on Motivation in Real-Life, Dynamic, and Interactive Learning Environments European Psychologist. 9: 257-263. DOI: 10.1027/1016-9040.9.4.257 |
0.391 |
|
| 2004 |
Winne PH. Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments International Journal of Educational Research. 41: 466-488. DOI: 10.1016/J.IJER.2005.08.012 |
0.37 |
|
| 2003 |
Nesbit JC, Winne PH. Self-Regulated Inquiry with Networked Resources Canadian Journal of Learning and Technology / La Revue Canadienne De L’Apprentissage Et De La Technologie. 29. DOI: 10.21432/T2S899 |
0.412 |
|
| 2003 |
Winne PH, Jamieson-Noel D. Self-regulating studying by objectives for learning: Students’ reports compared to a model Contemporary Educational Psychology. 28: 259-276. DOI: 10.1016/S0361-476X(02)00041-3 |
0.401 |
|
| 2001 |
Hadwin AF, Winne PH. CoNoteS2: A Software Tool for Promoting Self-Regulation Educational Research and Evaluation. 7: 313-334. DOI: 10.1076/Edre.7.2.313.3868 |
0.754 |
|
| 2001 |
Hadwin AF, Winne PH, Stockley DB, Nesbit JC, Woszczyna C. Context moderates students' self-reports about how they study. Journal of Educational Psychology. 93: 477-487. DOI: 10.1037/0022-0663.93.3.477 |
0.789 |
|
| 1997 |
Winne PH. Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology. 89: 397-410. DOI: 10.1037/0022-0663.89.3.397 |
0.439 |
|
| 1996 |
Hadwin AF, Winne PH. Study Strategies Have Meager Support The Journal of Higher Education. 67: 692-715. DOI: 10.1080/00221546.1996.11774821 |
0.755 |
|
| 1996 |
Winne PH. A metacognitive view of individual differences in self-regulated learning Learning and Individual Differences. 8: 327-353. DOI: 10.1016/S1041-6080(96)90022-9 |
0.438 |
|
| 1995 |
Butler DL, Winne PH. Feedback and Self-Regulated Learning: A Theoretical Synthesis Review of Educational Research. 65: 245-281. DOI: 10.3102/00346543065003245 |
0.448 |
|
| 1995 |
Winne PH. Inherent details in self-regulated learning Educational Psychologist. 30: 173-187. DOI: 10.1207/s15326985ep3004_2 |
0.458 |
|
| 1993 |
Howard-Rose D, Winne PH. Measuring component and sets of cognitive processes in self-regulated learning. Journal of Educational Psychology. 85: 591-604. DOI: 10.1037/0022-0663.85.4.591 |
0.378 |
|
| 1987 |
Marx RW, Howard DC, Winne PH. Students' Perception of Instruction, Cognitive Style, and Achievement Perceptual and Motor Skills. 65: 123-134. DOI: 10.2466/Pms.1987.65.1.123 |
0.405 |
|
| 1983 |
Winne PH, Woodlands MJ, Wong BY. Comparability of self-concept among learning disabled, normal, and gifted students. Journal of Learning Disabilities. 15: 470-5. PMID 7142801 DOI: 10.1177/002221948201500805 |
0.55 |
|
| 1982 |
Winne PH, Marx RW. Students' and Teachers' Views of Thinking Processes for Classroom Learning The Elementary School Journal. 82: 493-518. DOI: 10.1086/461284 |
0.43 |
|
| 1980 |
Winne PH, Marx RW. Matching students' cognitive responses to teaching skills Journal of Educational Psychology. 72: 257-264. DOI: 10.1037/0022-0663.72.2.257 |
0.483 |
|
| 1979 |
Winne PH. Experiments Relating Teachers’ Use of Higher Cognitive Questions to Student Achievement Review of Educational Research. 49: 13-49. DOI: 10.3102/00346543049001013 |
0.317 |
|
| 1979 |
WINNE PH. For Enterprising Students in Well-Charted Courses Contemporary Psychology: a Journal of Reviews. 24: 233-234. DOI: 10.1037/019193 |
0.349 |
|
| 1978 |
Gall MD, Ward BA, Berliner DC, Cahen LS, Winne PH, Elashoff JD, Stanton GC. Effects of Questioning Techniques and Recitation on Student Learning American Educational Research Journal. 15: 175-199. DOI: 10.3102/00028312015002175 |
0.404 |
|
| 1978 |
Marx RW, Winne PH. Construct Interpretations of Three Self-Concept Inventories American Educational Research Journal. 15: 99-109. DOI: 10.3102/00028312015001099 |
0.315 |
|
| 1978 |
Stayrook NG, Corno L, Winne PH. Path Analyses Relating Student Perceptions Of Teacher Behavior to Student Achievement Journal of Teacher Education. 29: 51-56. DOI: 10.1177/002248717802900218 |
0.339 |
|
| 1977 |
Winne P, West CK, Foster SF. The Psychology of Human Learning and Instruction Canadian Journal of Education / Revue Canadienne De L'éDucation. 2: 85. DOI: 10.2307/1494821 |
0.473 |
|
| 1977 |
Winne PH, Marx RW. Reconceptualizing research on teaching Journal of Educational Psychology. 69: 668-678. DOI: 10.1037/0022-0663.69.6.668 |
0.37 |
|
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