Winne, P. H. (2020). An analysis of learning strategies in action. In D. L. Dinsmore, L. K. Fryer & M. M. Parkinson (Eds.), Handbook of strategies and strategic processing: Conceptualization, intervention, measurement and analysis (pp. 248-255). New York, NY: Routledge.

Hadwin, A. F., Davis, S. K., Bakhtiar, A., & Winne, P. H. (2019). Academic challenges as opportunities to learn to self-regulate learning. In H. Askell-Williams & J. Orrell (Eds.), Problem solving for teaching and learning. New York, NY: Routledge.

Vytasek, J., Patzak, A., Winne, P. H. (2019). Analytics for student engagement. In Virvou, M., Alepis, E., Tshirintzis, G. A., & Jain, L. C. (Eds.), Machine learning paradigms: Advances in learning analytics (pp. 23-48). New York, NY: Springer.

Winne, P. H. (2019). Enhancing self-regulated learning for information problem solving with ambient big data gathered by nStudy. In O. O. Adesope & A. G. Rud (Eds.), Contemporary technologies in education: Maximizing student engagement, motivation, and learning (pp. 145-162). New York, NY: Palgrave Macmillan.

Winne, P. H., & Marzouk, Z. (2019). Learning strategies and self-regulated learning. In J. Dunlosky & K. Rawson (Eds.), New York, NY: Cambridge University Press.

Perry, N. E., Mazabel, S., Dantzer, B., & Winne, P. H. (2018). Supporting self-regulation and self-determination in the context of music education. In G. A. D. Liem and D. M. McInerney (Eds.), Research on sociocultural influences on motivation and learning. Big theories revisited 2 (pp. 295-318). Greenwich, CT: Infoage.

Winne, P. H. (2018). Cognition and metacognition within self-regulated learning. In D. Schunk & J. Greene (Eds.), Handbook of self-regulation of learning and performance. (2^nd ed., pp. 36-48). New York, NY: Routledge.

Winne, P. H. (2017). Learning analytics for self-regulated learning. In C. Lang, G. Siemens, A. Wise & D. Gašević (Eds.), Handbook of learning analytics (pp. 241-249). Beaumont, AB: Society for Learning Analytics Research.

Winne, P. H., Vytasek, J. M., Patzak, A., Raković, M., Marzouk, Z., Pakdaman-Savoji, A., Ram, I., Samadi, D., Lin, M. P. C., Liu, A., Liaqat, A., Nashaat, N., Mozaffari, Z., Stewart-Alonso, J., & Nesbit, J. C. (2017). Designs for learning analytics to support information problem solving. In J. Buder & F. W. Hesse (Eds.) Informational environments: Effects of use, effective designs (pp. 249-272). New York, NY: Springer.

Winne, P. H. (2015). Self-regulated learning. In J. D. Wright (Ed.), International encyclopedia of social & behavioral sciences (2^nd ed., Vol 21, pp. 535-540). Elsevier: Oxford, UK.

Winne, P. H. (2014). Intelligent tutoring systems. In D. C. Phillips (Ed.), Encyclopedia of educational theory and philosophy (Vol. 1, pp. 421-423). Thousand Oaks, CA: Sage.

Winne, P. H., & Azevedo, R. (2014). Metacognition. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2^nd ed., pp. 63-87). Cambridge, UK: Cambridge University Press.

Winne, P. H. (2013). Self-regulated learning engines: Software technologies for researching and promoting self-regulated learning. In R. Luckin, S. Puntambekar, P. Goodyear, B. Grabowski, J. Underwood & N. Winters (Eds.), Handbook of design in educational technology (pp. 482-491). New York, NY: Routledge.

Perry, N. E. & Winne, P. H. (2013). Tracing students’ regulation of learning in complex collaborative tasks. In S. Volet & M. Vaurus (Eds.), Interpersonal regulation of learning and motivation: Methodological advances (pp. 45-66). Oxon, UK: Routledge.

Winne, P. H. (2013). Learning strategies, study skills and self-regulated learning in postsecondary education. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research. Volume 28 (pp. 377-403). Dordrecht: Springer.

Winne, P. H. (2013). Teaching and researching open-minded inquiry in the 21^st century. In J. View, D. Laitsch & P. Earley (Eds.), Why public schools? Voices from the United States and Canada (pp. 166-170). Charlotte, NC: Information Age Publishing.

Winne, P. H., Hadwin, A. F., & Perry, N. E. (2013). Metacognition and computer-supported collaborative learning. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K., Chan & A. O’Donnell (Eds.), International handbook of collaborative learning (pp. 462-479). New York: Routledge.

Winne, P. H., & Hadwin, A. F. (2013). nStudy: Tracing and supporting self-regulated learning in the Internet. In R. Azevedo & V. Aleven (Eds.), International handbook of metacognition and learning technologies (pp. 293-308). New York: Springer.

Hadwin, A. F., & Winne, P. H. (2012). Promoting learning skills in undergraduate students. In M. J. Lawson & J. R. Kirby (Eds.), Enhancing the quality of learning: Dispositions, instruction, and mental structures (pp. 201-227). New York: Cambridge University Press.

Winne, P. H. (2011). A cognitive and metacognitive analysis of self-regulated learning. In B. J. Zimmerman and D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 15-32). New York: Routledge.

Winne, P. H., Zhou, M., & Egan, R. (2011). Designing assessments of self-regulated learning. In G. Schraw and D. H. Robinson (Eds.), Assessment of higher-order thinking skills (pp. 89-118). Charlotte, NC: Information Age Publishing.

Zhou, M., Xu, Y., Nesbit, J. C., & Winne, P. H. (2011). Sequential pattern analysis of learning logs: Methodology and applications. In C. Romero, S. Ventura, S. R. Viola, M. Pechenizkiy & R. Baker (Eds.), Handbook of educational data mining (pp. 107-121). Boca Raton, FL: CRC Press.

Winne, P. H., & Hadwin, A. F. (2010). Self-regulated learning and socio-cognitive theory. In P. Peterson, E. Baker & B. McGaw (Eds.), International encyclopedia of education, Vol. 5 (pp. 503-508). Amsterdam: Elsevier. Reprinted in V. Aukrust (Ed.), Learning and cognition in education (pp. 34-39). Oxford, UK: Academic Press.

Winne, P. H., & Nesbit, J. C. (2010). The psychology of school performance. Annual Review of Psychology, 61, 653-678.

Winne, P. H., & Nesbit, J. C. (2009). Supporting self-regulated learning with cognitive tools. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 259-277). New York: Routledge.

Zhou, M., & Winne, P. H. (2009). Designing multimedia to trace goal-setting in studying. In R. Zheng (Ed.). Cognitive effects of multimedia learning (pp. 288-311). Hershey, PA: IGI Global.

Nesbit, J. C., & Winne, P. H. (2008). Tools for learning in an information society. In T. Willoughby & E. Wood (Eds.), Children's learning in a digital world (pp. 173-195). Oxford, UK: Blackwell Publishing.

Winne, P. H., & Hadwin, A. F. (2008). The weave of motivation and self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 297-314). Mahwah, NJ: Lawrence Erlbaum Associates.

Kumar V., Nesbit, J. C., Winne, P. H., Hadwin, A. F., Han, K. (2007). Quality rating and recommendation of learning objects. In S. Pierre (Ed.), E-learning networked environments and architectures: A knowledge processing perspective (pp. 337-372). London: Springer.

Alexander, P. A., & Winne, P. H. (2006). Afterword. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2^nd ed., pp. 981-984) Mahwah, NJ: Lawrence Erlbaum Associates.

Winne, P. H. (2006). Meeting challenges to researching learning from instruction by increasing the complexity of research. In J. Elen and R. E. Clark (Eds.), Handling complexity in learning environments: Research and theory (pp. 221-236). Amsterdam: Pergamon.

Winne, P. H. (2005). Researching and promoting self-regulated learning using software technologies. In P. Tomlinson, J. Dockrell, & P. Winne. (Eds.). (2005). Pedagogy – Teaching for learning. Monograph Series II: Psychological Aspects of Education, 3 (pp. 91-105). Leicester, UK: The British Psychological Society.

Perry, N. E., & Winne, P. H. (2004). Motivational messages from home and school. How do they influence young children’s engagement in learning? In D. M. McInerney and S. van Etten (Eds.), Research on sociocultural influences on motivation and learning, vol. 4. Big theories revisited (pp. 199-222). Greenwich, CT: Infoage.

Winne, P. H., Jamieson-Noel, D. L., & Muis, K. (2002). Methodological issues and advances in researching tactics, strategies, and self-regulated learning. In P. R. Pintrich and M. L. Maehr (Eds.), Advances in motivation and achievement: New directions in measures and methods (Vol. 12, pp. 121-155). Greenwich, CT: JAI Press.

Perry, N. E. & Winne, P. H. (2001). Individual differences and diversity. In L. Corno (Ed.), Yearbook of the National Society for the Study of Education: Vol. 100, Part 1. Education across a century: The centennial volume (pp. 100-139). Chicago: National Society for the Study of Education.

Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2^nd ed, pp. 153-189). Mahwah, NJ: Lawrence Erlbaum Associates.

Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). Orlando, FL: Academic Press.

Hadwin, A. F., & Winne, P. H. (1998). CoNoteS: A software tool for promoting self-regulated learning in networked collaborative learning environments. In C. Rust (Ed.) Improving student learning: Improving students as learners (pp. 539-549). Oxford, UK: Oxford Centre for Staff Learning and Development.

Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Mahwah, NJ: Lawrence Erlbaum Associates.

Winne, P. H., & Stockley, D. B. (1998). Computing technologies as sites for developing self-regulated learning. In D. H. Schunk and B. J. Zimmerman (Eds.), Developing self-regulated learning: From teaching to self-reflective practice (pp. 106-136). New York: Guilford.

Winne, P. H., & Butler, D. L. (1994). Student cognition in learning from teaching. In T. Husen and T. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., pp. 5738-5745). Oxford, England: Pergamon. [Reprinted in L. W. Anderson (Ed.). (1995). International encyclopedia of teaching and teacher education . Oxford, England: Pergamon.]

Winne, P. H., & Perry, N. E. (1994). Educational psychology. In V. Ramachandran (Ed.), Encyclopedia of human behavior (vol. 2, pp. 213-223). San Diego, CA: Academic Press.

Winne, P. H. (1994). Information processing theories of teaching. In T. Husen and T. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., pp. 6187-6193). Oxford, England: Pergamon. [Reprinted in L. W. Anderson (Ed.). (1995). International encyclopedia of teaching and teacher education . Oxford, England: Pergamon; and in E. DeCorte and F. Weinert (Eds.) (1996). International encyclopedia of developmental and instructional psychology. Elsevier.]

Winne, P. H. (1992). State-of-the-art instructional computing systems that afford instruction and bootstrap research. In M. Jones and P. H. Winne (Eds.), Adaptive learning environments: Foundations and frontiers (pp. 349-380). Berlin: Springer-Verlag.

Winne, P. H. (1991). Project DOCENT: Design for a teacher’s consultant. In P. Goodyear (Ed.), Teaching knowledge and intelligent tutoring (pp. 315-340). Norwood, NJ: Ablex.

Winne, P. H. (1991). Instructional psychology and a model of instruction. In R. Short, L. Stewin, & S. McCann (Eds.), Educational psychology: Canadian perspectives (pp. 235-253). Toronto, ON: Copp, Clark, Pittman.

Winne, P. H. (1991). Motivation and teaching. In H. Waxman and H. Walberg (Eds.), Effective teaching: Current research (pp. 295-314). Berkeley, CA: McCutchan.

Marx, R. W., & Winne, P. H. (1991). Cognitive approaches to classroom motivation. In R. Short, L. Stewin, and S. McCann (Eds.), Educational psychology: Canadian perspectives (pp. 157-175). Toronto, ON: Copp, Clark, Pittman.

Winne, P. H., & Kramer, L. L. (1990). Representing and inferencing with knowledge about teaching. In C. Frasson and G. Gauthier (Eds.), Intelligent tutoring systems: At the crossroads of artificial intelligence and education (pp. 162-187). Norwood, NJ: Ablex.

Winne, P. H., & Walsh, J. (1990). Instructional psychology for teaching. In E. Miranda and R. Magsino (Eds.), Teaching, schools, and society (pp. 231-247). Philadelphia, PA: Falmer.

Winne, P. H. (1989). A framework for developing theories about instructional effectiveness. In C. Leong and B. Randhawa (Eds.), Literacy and cognition: Theory, research, and application (pp. 85-125). New York, NY: Plenum.

Winne, P. H., & Marx, R. W. (1989). A cognitive processing analysis of motivation within classroom tasks. In C. Ames and R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 223-257). Orlando, FL: Academic Press.

Gall, M. D., Ward, B. A., Berliner, D. C., Cahen, L. S., & Winne, P. H. (1987). Synthesizing research evidence. The international encyclopaedia of teaching and teacher education, 124.

Winne, P. H., & Marx, R. W. (1987). The best tool teachers have: Their students’ thinking. In D. Berliner and B. Rosenshine (Eds.), Talks to teachers: A festschrift for N. L. Gage (pp. 267-304). New York, NY: Random House. [Note: This article was misprinted identifying Marx as the first author.]

Winne, P. H. Cognitive processing in the classroom. (1985). In T. Husen and T. Postlethwaite (Eds.), International encyclopedia of education (pp. 795-808). Oxford, England: Pergamon Press. [Reprinted as: Students’ cognitive processing. In M. Dunkin (Ed.). (1987). International encyclopedia of teaching and teacher education (pp. 496-509). Oxford, England: Pergamon; and in K. Marjoribanks (Ed.), The foundations of students’ learning (pp. 199-223) Oxford, England: Pergamon.]

Marx, R. W., Winne, P. H., & Walsh, J. (1985). Studying students’ cognition during learning from teaching. In M. Pressley & C. Brainerd (Eds.), Cognitive processes and memory development (pp. 181-203). New York, NY: Springer-Verlag.

Winne, P. H. (1984). Motivation, macrotreatments, and methodology. In L. McLean, R. Crocker, & P. Winne (Eds.), Research on teaching in Canada (pp. 81-91). Toronto, ON: OISE Press.

Marx, R. W. & Winne, P. H. (1984). Matching students’ cognitive processes and teacher skills to enhance learning from teaching: Summary of findings. In L. McLean, R. Crocker, & P. Winne (Eds.), Research on teaching in Canada (pp. 51-71). Toronto, ON: OISE Press.

Winne, P. H. Educational psychology. (1981). In J. Andrews and W. Rogers (Eds.), Canadian research in education: A state of the art review. Ottawa, ON: Minister of Supply and Services Canada.

Winne, P. H., & Marx, R. W. (1979). Perceptual problem solving. In P. Peterson and H. Walberg (Eds.), Research on teaching (pp. 210-230). Berkeley, CA: McCutchan.

Gage, N. L., & Winne, P. H. (1975). Performance-based teacher education. In K. Ryan (Ed.), Yearbook of the National Society for the Study of Education: Vol. 74, Part II. Teacher Education (pp. 146-172). Chicago: National Society for the Study of Education.