A Snapshot of Dr. Allyson Hadwin's CV
Dr. Allyson Hadwin
Allyson Hadwin is a professor in the Department of Psychology at the University of Victoria, Canada. Her research examines psychological factors and instructional practices that contribute to student success and well-being through the lens of self-regulated learning (SRL). Her research aims to uncover the complex interplay between cognitive, motivational, social and emotional factors that influence how learners individually and collaboratively progress toward their academic goals in traditional and digital learning environments. This program of research advances theory, models and methodologies regarding self-regulation, student success, and academic well-being.
Professional Interest
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Psychology of student success
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Self-regulated learning, co-regulated learning and shared regulation of learning
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Instructional psychology and learning sciences
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Collaborative learning
Department of Psychology listing
Miller, M., Hadwin, A.F. (2024) Comparing the effectiveness of CSCL scripts for shared task perceptions in socially shared regulation of collaborative learning. International Journal of Computer Supported Collaborative Learning. https://doi-org.ezproxy.library.uvic.ca/10.1007/s11412-024-09434-3
Järvelä, S., & Hadwin, A. F. (2024). Triggers for self-regulated learning: A conceptual framework for advancing multimodal research about SRL. Learning and Individual Differences, 115, https://doi.org/10.1016/j.lindif.2024.102526
Bahena Olivares, L.M., Rostampour, R. & Hadwin, A.F. Modelling the unique contributions of task understanding to academic challenges and performance. Metacognition Learning 19, 1215–1236 (2024). https://doi.org/10.1007/s11409-024-09402-0
Sukhawathanakul, P., Hadwin, A. F., Rostampour, R., Bahena Olivares, M., & Shostak, K. 1(2022). Studying Under Stress: The Effect of COVID-19 Psychological Distress on Academic Challenges and Performance of Post-Secondary Students. Journal of College Student Retention: Research, Theory & Practice, 0(0), 1-14. https://doi.org/10.1177/15210251221104245
Hadwin, A.F., Sukhawathanakul P., Rostampour R., Bahena-Olivares L. M. (2022) Do Self-Regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and COVID-19 Distress on Academic Performance During Online Learning? Frontiers in Psychology (13) https://doi.org/10.3389/fpsyg.2022.813529
Hadwin, A. F. (2021). Commentary and future directions: What can multi-modal data reveal about temporal and adaptive processes in self-regulated learning? Learning and Instruction, 72,101287. https://doi.org/10.1016/j.learninstruc.2019.101287
A selection of highly
cited publications
Hadwin, A.F., Järvelä, S., & Miller, M. (2018). Self-regulation, co-regulation, and socially shared regulation in collaborative learning environments. In D. H. Schunk & B. Zimmerman (Eds.), Handbook of self-regulation of learning and performance 2nd edition (pp. 88-106). New York, NY: Routledge. Articulates most current conceptualizations of social modes of regulation and directly tackles misconceptions arising since our 2011 chapter. [293 citations. The first chapter in 2011 has 1059 citations]
Hadwin, A. F., & Webster, E. A. (2013). Calibration in goal-setting: Examining the nature of judgments of confidence.Learning and Instruction, 24, 37-47. doi:10.1016/j.learninstruc. 2012.10.001. Received a highly cited research publisher recognition. [114 citations; 5-year impact factor: 5.70]
Hadwin, A.F., Winne, P.H., Stockley, D. B., Nesbit, J., & Woszczyna, C. (2001). Context moderates students’ self-reports about how they study. Journal of Educational Psychology, 93, 477-487. Foundational ideas for PAR-IT research recognizing the importance of strategy reports being contextualized by situations wherein they are used [351citations; Journal impact factor: 4.43]
Hadwin, A. F., Wozney, L., & Pontin, O. (2005). Scaffolding the appropriation of self-regulatory activity: A socio-cultural analysis of changes in teacher-student discourse about a graduate student portfolio. Special Issue ofInstructional Science, 33, 413-450 Empirically examines socially supported emergence of regulation. [621 citations; Journal impact factor: 1.52]
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Hillsdale, NJ: Lawrence Erlbaum. Presents our widely adopted model of studying as self-regulated learning that has significantly shaped research about SRL [1987 citations]
Conference (Recent)
Grewal, K., Azher, S., Patino Melo, L., Pekrun, R., Fried, G.M., Wiseman, J., Lajoie, S., Brydges, R., Hadwin, A., Sun, N.Z., Khalil, E., Moreno, M., & Harley, J.M. (under review). Learning With, From and Despite Emotions: A New Tool to Examine Residents’ Emotions and Emotion Regulation Strategies during Crisis Management Simulations. Abstract accepted for presentation at the 2022 International Conference on Residency Education.
Greco, S., Gao, Y., Hadwin A. F., & MacDonald, S. (April 2021). Measuring University Students' Behavioral Engagement Within a Self-Regulated Learning Framework. Poster presented at the Virtual Meeting of the American Educational Research Association Conference.
Kapil, M., Rostampour, R., MacDonald, S., & Hadwin A. F. (April 2021). Behavioral Engagement, Mental Health and Well-Being, and Semester GPA. Paper presented in a roundtable session titled Examining and Increasing Student Engagement at the Virtual Meeting of the American Educational Research Association Conference.
Pekrun, P., Hadwin, A. F., Azevedo, R., Sarfaty, L., Linnerud, I., Lauermann, F., & Hood, M. (August 2021). Panel Discussion: Bridging Research And Practice: Self-Regulated Learning And Teaching During The Global Pandemic. Panel discussion presented at the Virtual Meeting of the European Association for Research on Learning and Instruction Conference.
Rostampour, R., Davis, S. K., & Hadwin A. F. (April 2021). Multilevel Latent Profile Analysis: Identifying Students' Mental Health and Well-Being Typologies. Paper presented at the Virtual Meeting of the American Educational Research Association Conference.
Wu, M., Hadwin A. F., & MacDonald, S. (April 2021). Measurement Invariance of the RLQ for Chinese and Canadian Undergraduate Students’ Self-Regulated Learning. Paper presented in a roundtable session titled Environment, Achievement, and Self-Regulated Learning: A Discussion at the Virtual Meeting of the American Educational Research Association Conference.
Wu, M., Hadwin A. F., & MacDonald, S. (May 2021). Cultural Influence on Self-Regulated Learning and Academic Performance for Chinese International and Canadian Domestic University Students. Paper presented at the annual virtual meeting of the Canadian Society for the Study of Education Conference.
Hadwin, A. F., Rostampour, R., Davis, S.K., Greco, S. (2020, April). What strategies put students at risk for failing to attain their study goals before, during and after a goal setting intervention? Paper to be presented at The annual meeting of the American Educational Research Association, San Francisco, USA. [Cancelled Covid-19]
Rostampour, R., Kapil, M., Davis, S. K., & Hadwin, A. F. (2020, April). Examining within person fluctuations in mental health and SRL. Paper to be presented at the annual meeting of the American Educational Researcher’s Association (AERA) conference in San Francisco, USA.[Cancelled Covid-19]
Davis, S. K., Rostampour, R., Hadwin, A. F., & Rush, J. (2020, July). Mental health, metacognition, and adaptive regulation in university. Paper to be presented at the annual meeting of the European Association for Research on Learning and Instruction in Porto, Portugal. [Cancelled Covid-19]