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Theorizing and researching levels of processing in self‐regulated learning

British journal of educational psychology, 2018-03, Vol.88 (1), p.9-20

Winne, Philip H.

2018

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Construct and consequential validity for learning analytics based on trace data

Computers in human behavior, 2020-11, Vol.112, p.106457, Article 106457

Winne, Philip H.

2020

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Paradigmatic Dimensions of Instrumentation and Analytic Methods in Research on Self-Regulated Learning

Computers in human behavior, 2019-07, Vol.96, p.285-289

Winne, Philip H.

2019

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Improving Measurements of Self-Regulated Learning

Educational psychologist, 2010-10, Vol.45 (4), p.267-276

WINNE, PHILIP H.

2010

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Information Communication Technology (ICT) and Education

Applied sciences, 2023-11, Vol.13 (22), p.12318

2023

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Modeling self-regulated learning as learners doing learning science: How trace data and learning analytics help develop skills for self-regulated learning

Metacognition and learning, 2022-12, Vol.17 (3), p.773-791

Winne, Philip H.

2022

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Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning

Computers in human behavior, 2010-09, Vol.26 (5), p.794-805

2010

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Inducing Self-Explanation: a Meta-Analysis

Educational psychology review, 2018-09, Vol.30 (3), p.703-725

2018

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What if learning analytics were based on learning science?

Australasian Journal of Educational Technology, 2016-01, Vol.32 (6), p.1-18

2016

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The learning kit project: Software tools for supporting and researching regulation of collaborative learning

Computers in human behavior, 2010-09, Vol.26 (5), p.787-793

2010

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Modeling academic achievement by self-reported versus traced goal orientation

Learning and instruction, 2012-12, Vol.22 (6), p.413-419

2012

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Issues in researching self-regulated learning as patterns of events

Metacognition and learning, 2014-08, Vol.9 (2), p.229-237

Winne, Philip H.

2014

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Open Learner Models Working in Symbiosis With Self-Regulating Learners: A Research Agenda

International journal of artificial intelligence in education, 2021-09, Vol.31 (3), p.446-459

Winne, Philip H.

2021

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The Psychology of Academic Achievement

Annual review of psychology, 2010-01, Vol.61 (1), p.653-678

2010

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Automatic identification of knowledge‐transforming content in argument essays developed from multiple sources

Journal of computer assisted learning, 2021-08, Vol.37 (4), p.903-924

2021

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Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories

British journal of educational psychology, 2007-03, Vol.77 (1), p.177-195

2007

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Experimenting to Bootstrap Self-Regulated Learning

Journal of educational psychology, 1997-09, Vol.89 (3), p.397-410

Winne, Philip H

1997

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Commentary: A Proposed Remedy for Grievances about Self-Report Methodologies

Frontline learning research, 2020, Vol.8 (3), p.164

Winne, Philip H

2020

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Self-regulated learning in research with gifted learners

High ability studies, 2019-07, Vol.30 (1-2), p.277-287

Winne, Philip H.

2019

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Modern psychometrics for assessing achievement goal orientation: A Rasch analysis

British journal of educational psychology, 2009-09, Vol.79 (3), p.547-576

2009

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The Trajectory of Scholarship about Self-Regulated Learning

Teachers College record (1970), 2017-01, Vol.119 (13), p.1-16

Winne, Philip H.

2017

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Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect

Discourse processes, 2016-07, Vol.53 (5-6), p.339-370

2016

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Effects of just-in-time inquiry prompts and principle-based self-explanation guidance on learning and use of domain texts in simulation-based inquiry learning

Frontiers in education (Lausanne), 2024-09, Vol.9

2024

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How Software Technologies Can Improve Research on Learning and Bolster School Reform

Educational psychologist, 2006-12, Vol.41 (1), p.5-17

Winne, Philip H.

2006

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Scientific inquiry learning with a simulation: providing within-task guidance tailored to learners' understanding and inquiry skill

International journal of science education, 2022-04, Vol.44 (6), p.1021-1043

2022

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Theorizing and researching levels of processing in self‐regulated learning

Construct and consequential validity for learning analytics based on trace data

Paradigmatic Dimensions of Instrumentation and Analytic Methods in Research on Self-Regulated Learning

Improving Measurements of Self-Regulated Learning

Information Communication Technology (ICT) and Education

Modeling self-regulated learning as learners doing learning science: How trace data and learning analytics help develop skills for self-regulated learning

Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning

Inducing Self-Explanation: a Meta-Analysis

What if learning analytics were based on learning science?

The learning kit project: Software tools for supporting and researching regulation of collaborative learning

Modeling academic achievement by self-reported versus traced goal orientation

Issues in researching self-regulated learning as patterns of events

Open Learner Models Working in Symbiosis With Self-Regulating Learners: A Research Agenda

The Psychology of Academic Achievement

Automatic identification of knowledge‐transforming content in argument essays developed from multiple sources

Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories

Experimenting to Bootstrap Self-Regulated Learning

Commentary: A Proposed Remedy for Grievances about Self-Report Methodologies

Self-regulated learning in research with gifted learners

Modern psychometrics for assessing achievement goal orientation: A Rasch analysis

The Trajectory of Scholarship about Self-Regulated Learning

Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect

Effects of just-in-time inquiry prompts and principle-based self-explanation guidance on learning and use of domain texts in simulation-based inquiry learning

How Software Technologies Can Improve Research on Learning and Bolster School Reform

Scientific inquiry learning with a simulation: providing within-task guidance tailored to learners' understanding and inquiry skill

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