Refereed and Invited Journal Articles

Raković, M., Winne, P.H., Marzouk, Z., & Chang, D. (2021). Automatic identification of knowledge transforming content in argument essays developed from multiple sources. Journal of Computer Assisted Learning.

Raković, M., Marzouk, Z., Liaqat, A., Winne, P. H., & Nesbit, J. C. (2020). Fine grained analysis of students’ online discussion posts. Computers and Education.

Winne, P. H. (2020). Construct and consequential validity for learning analytics based on trace data. Computers in Human Behavior.

Winne, P. H. (2020). A proposed remedy for grievances about self-report methodologies. Frontline Learning Research, 8, 165-174.

Thacker, I., Sinatra, G M., Muis, K. R., Danielson, R. W., Pekrun, R., Winne, P. H., & Chevrier, M. (2019). Using persuasive texts to prompt attitudinal and conceptual change. Journal of Educational Psychology.

Winne, P. H. (2019). Self-regulated learning in research with gifted learners. High Ability Studies, 30, 277-287.

Winne, P. H., Teng, K., Chang, D., Lin, M. P-C., Marzouk, Z., Nesbit, J. C., Patzak, A., Raković, M., Samadi, D., & Vytasek, J. (2019). nStudy: Software for learning analytics about processes for self-regulated learning. Journal of Learning Analytics, 6, 95-106.

Winne, P. H. (2019). Paradigmatic dimensions of instrumentation and analytic methods in research on self-regulated learning. Computers in Human Behavior, 96, 285-290.

Zhou, M., Adesope, O. O., Winne, P. H., & Nesbit, J. C. (2019). Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement. Journal of Pacific Rim Psychology, 13. E1. doi:10.1017/prp.2018.28

Bisra, K., Liu, Q., Nesbit, J. C.,  Salimi, F., & Winne, P. H. (2018). Inducing self-explanation: A meta-analysis. Educational Psychology Review, 30, 703-725.

Muis, K., Sinatra, G., Pekrun, R. Winne, P. H., Trevors, G, Vivian, J. A., Losenno, K. M., & Munzar, B. (2018). Main and moderator effects of refutation on task value, epistemic emotions, and learning strategies during conceptual change. Contemporary Educational Psychology, 55, 155-165.

Winne, P. H. (2018). Paradigmatic issues in state-of-the-art research using process data. Frontline Learning Research, 6, 250-258.

Winne, P. H. (2018). Theorizing and researching levels of processing in self-regulated learning. British Journal of Educational Psychology, 88, 9-20.

Winne, P. H. (2017). The trajectory of research on self-regulated learning. Teachers College Record, 119(13), 1-16.

Winne, P. H. (2017). Leveraging big data to help each learner upgrade learning and accelerate learning science. Teachers College Record, 119(3), 1-24.

Winne, P. H., Nesbit, J. C., & Popowich, F. (2017). nStudy: A system for researching information problem solving. Technology, Knowledge and Learning, 22(3), 369-376.

Marzouk, Z., Raković, M., Liaqat, A., Vytasek, J. Samadi, D., Stewart-Alonso, J., Ram, I., Woloshen, S., Winne, P. H. & Nesbit, J. C. (2016). What if learning analytics were based on learning science? Australasian Journal of Educational Technology, 32(6), 1-18.

Muis, K. R., Winne, P. H., Ranellucci, J. (2016). The role of calibration bias and performance feedback in achievement goal regulation. International Education Research, 4, 14-36.

Trevors, G., Muis, K. R., Pekrun, R., Sinatra, G., & Winne, P. H. (2016). Identity and epistemic emotions during knowledge revision: A potential account for the backfire effect. Discourse Processes, 56, 339-370.

Winne, P. H. (2015). What is the state of the art in self-, co- and socially shared regulation in CSCL? Computers in Human Behavior, 52, 628-631.

Roll, I., & Winne, P. H. (2015). Understanding, evaluating, and supporting self-regulated learning using learning analytics. Journal of Learning Analytics, 2(1), 7-12.

Ali, L., Hatala, M., Winne, P. H., & Gašević, D. (2014). Leveraging MSLQ data to predict students’ achievement goal orientation. Journal of Learning Analytics, 1, 157-160.

Winne, P. H., (2014). Issues in researching self-regulated learning as patterns of events. Metacognition and Learning, 9, 229-237.

Winne, P. H, & Baker, R. S. J. d. (2013). The potentials of educational data mining for researching metacognition, motivation and self-regulated learning. Journal of Educational Data Mining, 5(1), 1-8.

Zhou, M., & Winne, P. H. (2012). Modeling academic achievement by self-reported versus traced goal orientation. Learning and Instruction, 22, 413-419.

Muis, K. R., & Winne, P. H. (2012). Assessing the psychometric properties of the achievement goals questionnaire across task contexts. Canadian Journal of Education, 35, 232-248.

Winne, P. H., & Muis, K. R. (2011). Statistical estimates of learners’ judgments about knowledge in calibration of achievement. Metacognition and Learning, 6, 179-193.

Beaudoin, L. P., & Winne, P. H. (2010). Implications of psychological principles for designing software to improve memory performance in older adults. Gerontechnology, 9, 192.

Gress, C. L. Z., Fior, M., Hadwin, A. F., & Winne, P. H. (2010). Measurement and assessment in computer supported collaborative learning. Computers in Human Behavior, 26, 806-814.

Hadwin, A. F., Oshige, M., Gress, C. L. Z., & Winne, P. H. (2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior, 26, 794-805.

Kumar, V., Gress, C. L. Z., Hadwin, A. F., & Winne, P. H. (2010). Assessing process in CSCL: An ontological approach. Computers in Human Behavior, 26, 825-834.

Morris, R., Church, H., Hadwin, A. F., Gress, C. L. Z., & Winne, P. H. (2010). The use of roles, scripts, and prompts to support CSLC in gStudy. Computers in Human Behavior, 26, 815-824.

Winne, P. H. (2010). Bootstrapping learner’s self-regulated learning. Psychological Test and Assessment Modeling, 52, 472-490.

Winne, P. H. (2010). Improving measurements of self-regulated learning. Educational Psychologist, 45, 267-276.

Winne, P. H., Hadwin, A. F., & Gress, C. L. Z. (2010). The Learning Kit Project: Software tools for supporting and researching regulation of collaborative learning. Computers in Human Behavior, 26, 787-793.

Lodewyk, K., Winne, P. H., & Jamieson-Noel, D. L. (2009). Implications of task structure on self-regulated learning and achievement. Educational Psychology: An International Journal of Experimental Educational Psychology, 29, 1-25.

Muis, K. R., Winne, P. H., & Edwards, O. V. (2009). Modern psychometrics for assessing achievement goal orientation: A Rasch analysis. British Journal of Educational Psychology, 79, 547–576.

Hadwin, A. F., Nesbit, J. C., Code, J., Jamieson-Noel, D. L., & Winne, P. H. (2007). Examining trace data to explore self-regulated learning. Metacognition and Learning, 2, 107-124.

Muis, K. R., Winne, P. H., & Jamieson-Noel, D. L., (2007). Using a multitrait multimethod analysis to examine conceptual similarities of three self-regulated learning inventories. British Journal of Educational Psychology, 77, 177-195.

Nesbit, J. C., Winne, P. H., Jamieson-Noel, D., Code, J., Zhou, M., MacAllister, K., Bratt, S., & Wang, W., & Hadwin, A. F. (2006). Using cognitive tools in gStudy to investigate how study activities covary with achievement goals. Journal of Educational Computing Research, 35, 339-358.

Perry, N. E. & Winne, P. H. (2006). Learning from learning kits: gStudy traces of students’ self-regulated engagements using computerized content. Educational Psychology Review, 18, 211-228.

Winne, P. H. (2006). How software technologies can improve research on learning and bolster school reform. Educational Psychologist, 41, 5–17.

Winne, P. H., Nesbit, J. C., Kumar, V., & Hadwin, A. F., Lajoie, S. P., Azevedo, R. A., & Perry, N. E. (2006). Supporting self-regulated learning with gStudy software: The Learning Kit Project. Technology, Instruction, Cognition and Learning, 3(1), 105-113.

Hadwin, A. F. Winne, P. H., & Nesbit, J. C. (2005). Roles for software technologies in advancing research and theory in educational psychology. British Journal of Educational Psychology, 75, 1-24.

Lodewyk, K., & Winne, P. H. (2005). Relations among the structure of learning tasks, achievement, and changes in self efficacy in secondary students. Journal of Educational Psychology, 97, 3-12.

Winne, P. H. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33, 559-565.

Winne, P. H. (2005). Key issues in modeling and applying research on self-regulated learning. Applied Psychology: An International Review, 54, 232-238.

Winne, P. H. (2004). Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments. International Journal of Educational Research, 41, 466-488.

Winne, P. H. (2004). Theoretical and methodological challenges when researching motivation in context. European Psychologist, 9, 257-263.

Winne, P. H. (2004). Putting volition to work in education. Teachers College Record, 106, 1879-1887.

Winne, P. H. (2004). Meeting challenges in research on self-regulated learning: Contributions of Paul R. Pintrich. In Limón, M. (Ed.) A tribute to Paul R. Pintrich's Contributions to Psychology and Education [Special issue]. Electronic Journal of Research in Educational Psychology, 2, 185-188.

Jamieson-Noel, D. L., & Winne, P. H. (2003). Comparing self-reports to traces of studying behavior as representations of students’ studying and achievement. German Journal of Educational Psychology, 17, 159-171. [Zeitschrift für Pädagogische Psychologie]

Nesbit, J. C., & Winne, P. H. (2003). Self-regulated inquiry with networked resources. Canadian Journal of Learning and Technology, 29, 71-92.

Winne, P. H., & Jamieson-Noel, D. L. (2003). Self-regulating studying by objectives for learning: Students’ reports compared to a model. Contemporary Educational Psychology, 28, 259-276.

Winne, P. H., & Jamieson-Noel, D. L. (2002). Exploring students’ calibration of self-reports about study tactics and achievement. Contemporary Educational Psychology, 27, 551-572.

Hadwin, A. F., & Winne, P. H. (2001). CoNoteS: A software tool for promoting self-regulated learning in networked collaborative learning environments [Special issue]. Evaluation Research in Education, 7, 313-334.

Hadwin, A. F., Winne, P. H., Stockley, D. B., Nesbit, J. C., & Woszczyna, C. (2001). Context moderates students’ self-reports about how they study. Journal of Educational Psychology, 93, 477-487.

Winne, P. H. (1999). How to improve the credibility of research in education. Issues in Education, 5, 273-278.

Winne, P. H. (1997). Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89, 397-410.

Hadwin, A. F., & Winne, P. H. (1996). Study strategies have meager support: A review with recommendations for implementation. Journal of Higher Education, 67, 692-715.

Winne, P. H. (1996). A metacognitive view of individual differences in self-regulated learning. Learning and Individual Differences, 8, 327-353.

Butler, D. L., & Winne, P. H. (1995). Feedback and self‑regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.

Kosonen, P., & Winne, P. H. (1995). Effects of teaching statistical laws on reasoning about everyday problems. Journal of Educational Psychology, 87, 33-46.

Packer, M. J., & Winne, P. H. (1995). The place of cognition in explanations of teaching: A dialog of interpretive and cognitive approaches. Teaching and Teacher Education, 11, 1-21.

Winne, P. H. (1995). Self regulation is ubiquitous but its forms vary with knowledge. Educational Psychologist, 30, 223-228.

Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173-187.

Wood, E., Winne, P. H., & Carney, P. A. (1995). Effects of training high school students to use summarization when training includes analogically similar information. Journal of Literacy Research, 27, 605-626.

Winne, P. H., Gupta, L., & Nesbit, J. C. (1994). Exploring individual differences in studying strategies using graph theoretic statistics. Alberta Journal of Educational Research, 40, 177-193.

Fisher, P. M., Winne, P. H., & Ley, R. G. (1993). Group therapy for adult women survivors of child sexual abuse: Differentiation of completers versus dropouts. Psychotherapy, 30, 616-624.

Howard-Rose, D., & Winne, P. H. (1993). Measuring component and sets of cognitive processes in self-regulated learning. Journal of Educational Psychology, 85, 591-604.

Winne, P. H. (1993). A landscape of issues in evaluating adaptive learning systems. Journal of Artificial Intelligence in Education, 4, 309-332.

Winne, P. H., Graham, L., & Prock, L. (1993). A model of poor readers’ text-based inferencing: Effects of explanatory feedback. Reading Research Quarterly, 28, 53-66.

Wood, E., Pressley, M., & Winne, P. H. (1990). Elaborative interrogation effects on children’s learning of factual content. Journal of Educational Psychology, 82, 741-748.

Xie, S-E., Dumaresq, D. F., & Winne, P. H. (1990). PRED: A frame-based primitives editor. International Journal of Man–Machine Studies, 33, 607-614.

Kloster, A. M., & Winne, P. H. (1989). The effects of different types of organizers on students’ learning from text. Journal of Educational Psychology, 81, 9-15. [Reprinted in: Towson, S. (Ed.) (1992).Educational psychology: A reader. Peterborough, ON: Broadview Press.]

Winne, P. H. (1989). Theories of instruction and of intelligence for designing artificially intelligent tutoring systems. Educational Psychologist, 24, 229-259.

Winne, P. H. (1989). Intelligence and thinking skills. Interchange, 20, 39-52.

Belfry, J., & Winne, P. H. (1988). A review of the effectiveness of computer assisted instruction in nursing education. Computers in Nursing, 6, 77-85.

Winne, P. H. (1987). Why process-product research cannot explain process-product findings and a proposed remedy: The cognitive mediational paradigm. Teaching and Teacher Education, 3, 333-356.

Marx, R. W., Howard, D. C., & Winne, P. H. (1987). Students’ perception of instruction, cognitive style, and achievement. Perceptual and Motor Skills, 65, 123-134.

Winne, P. H. (1985). Steps toward promoting cognitive achievements. Elementary School Journal, 85, 673-693.

Patterson, R., Wong, B. Y. L., & Winne, P. H. (1985). Facilitation of basic assembly vocational training of EMR students by the use of focal color coding. B. C. Journal of Special Education, 9, 47-60.

Winne, P. H. (1984). Research productivity: The real question. CSSE News, 11(5), 4-6.

Winne, P. H. (1983). Training students to process text with adjunct aids. Instructional Science, 12, 243-266.

Winne, P. H. (1983). Distortions of construct validity in multiple regression analysis. Canadian Journal of Behavioural Science, 15, 187-202.

Winne, P. H., Woodlands, M. J., & Wong, B. Y. L. (1982). Comparability of self-concept among learning-disabled, normal, and gifted students. Journal of Learning Disabilities, 15, 470-475.

Winne, P. H. (1982). Minimizing the black box problem to enhance the validity of theories about instructional effects. Instructional Science, 11, 13-28.

Winne, P. H., & Belfry, M. J. (1982). Interpretive problems when correcting for attenuation. Journal of Educational Measurement, 19, 125-134.

Winne, P. H., & Marx, R. W. (1982). Students’ and teachers’ views of thinking processes for classroom learning. Elementary School Journal, 82, 493-518.

Winne, P. H., & Martin, J. (1981). Research productivity in Canadian faculties of education. CSSE News, 8, 3-5, 14.

Winne, P. H. (1980). Is it true what he said about educational psychology? Canadian Journal of Education, 5, 81-86.

Winne, P. H., & Marx, R. W. (1980). Matching students’ cognitive responses to teaching skills. Journal of Educational Psychology, 72, 257-264.

Winne, P. H., & Walsh, J. (1980). Self-concept and participation in school activities re-analyzed. Journal of Educational Psychology, 72, 161-166.

Marx, R. W., Winne, P. H. (1980). Self-concept in research: Some current complexities. Measurement and Evaluation in Guidance, 13(2), 72-82.

Walsh, J., & Winne, P. H. ( 1980). Differences need not be deficits: A response to criticisms on a re-analysis relating self-concept and participation. Journal of Educational Psychology, 72, 423-424.

Winne, P. H. (1979). Experiments relating teachers’ use of higher cognitive questions to student achievement. Review of Educational Research, 49, 13-49.

Clark, C. M., Gage, N. L., Marx, R. W., Peterson, P. L., Stayrook, N. G., & Winne, P. H. (1979). A factorial experiment on teacher structuring, soliciting, and reacting. Journal of Educational Psychology, 71, 534-552.

Gall, M. D., Ward, B. A., Berliner, D. C., Cahen, L. S., Winne, P. H., Stanton, G. S., & Elashoff, J. D. (1978). Effects of questioning techniques and recitation on student learning. American Educational Research Journal, 15, 175-199.

Marble, W. O., Winne, P. H., & Martin, J. F. (1978). Science achievement as a function of method and schedule of grading. Journal of Research in Science Teaching, 15, 433-440.

Marx, R. W., & Winne, P. H. (1978). Construct interpretations of three self-concept inventories. American Educational Research Journal, 15, 99-109.

Schonewille, J., Martin, J., & Winne, P. H. (1978). A comparison of punishment and positive reinforcement group contingencies in the modification of inappropriate classroom behaviors. Canadian Journal of Education, 3, 21-36.

Stayrook, N. G., Corno, L., & Winne, P. H. (1978). Path analyses relating student perceptions of teacher behavior to student achievement. Journal of Teacher Education, 29(2), 51-56.

Winne, P. H. (1977). Aptitude-treatment interactions in an experiment on teacher effectiveness. American Educational Research Journal, 14, 389-409.

Winne, P. H., & Marx, R. W. (1977). Reconceptualizing research on teaching. Journal of Educational Psychology, 69, 668-678.

Winne, P. H., Marx, R. W., & Taylor, T. D. (1977). A multitrait-multimethod study of three self-concept measures. Child Development, 48, 893-901.

Clark, C. M., Corno, L., Gage, N. L., Marx, R. W., Peterson, P. L., Stayrook, N. G., & Winne, P. H. (1976). Student perceptions of teacher behavior as related to student achievement. Journal of Classroom Interaction, 12, 17-30.

Winne, P. H., Hauck, W. E., & Moore, J. W. (1975). The efficiency of implicit repetition and cognitive restructuring. Journal of Educational Psychology, 67, 770-775.

Marx, R. W., & Winne, P. H. (1975). Self-concept in low SES black children: Implications for educational programs. Integrated Education, 13(1), 30-31.