Current Grants
PAR-IT Grant
Promoting adaptive regulation-Innovative technologies (PAR-IT).
($349,330) [Hadwin (PI)]
Technologies are pervasive today, but they are rarely leveraged to detect behavioural, motivational, emotional, or cognitive challenges, or to adaptively respond when those challenges arise. The PAR-IT research project examines how technological tools can be used to leverage learners’ successes during day-to-day studying and teamwork by: (a) prompting timely and strategic reflection on both processes and products, (b) providing personalized analytics in the form of data-based visualizations, and (c) tracking regulatory changes sparked by feedback to adaptively respond to motivational, socio-emotional, conceptual, and behavioral challenges as they arise over an academic semester.
SSHRC Partnership Grant Uni-venture
Univenture: A Partnership to Address Heavy Drinking and Other Substance Misuse on Canadian University Campuses.
($2,500,000) [Sherry Stewart (PI); Patricia Conrad, Allyson Hadwin, Matthew Keough, Marvin Krank, Kara Thompson, (CO-PI)]:
This partnership grant brings together social scientists with expertise in substance misuse in emerging adulthood and barriers to undergrad academic success, university Student Affairs units and other relevant partner organizations, and inhouse professional groups across universities in Canada. This 5-year, multi-site project is a randomized-control study involving 1st and 2nd year undergrads at 5 representatively diverse Canadian university sites (Dalhousie, St. Francis Xavier, Montreal, York, and British Columbia-Okanagan). The purpose of the study is to test the effectiveness of a program targeting personality traits linked to substance misuse on: substance use and distress among emerging adults; uptake of prescription drug use given the opioid crisis; and undergrads' academic success. In parallel, we will assess 2 versions of the program: a face-to-face and an innovative and accessible technology-assisted distance-delivery format, both compared to normal campus services alone.
SSHRC Partnership Development Grant
Advancing educational theory, assessment, and practice in higher education collaborative regulatory training.
($188,590) [Jason Harley (PI); Ryan Brydges Gerald Fried, Allyson Hadwin, Eunice Jang ,Susanne Lajoie, Reinhard Pekrun, Jeffrey Wiseman (CO-PIs)]
Existing domain-general and domain-specific (e.g., medicine) communication and collaboration frameworks tend not to draw on theories from educational psychology, despite the prominence of psychological processes mediating effective communication and collaboration in learning environments. Emerging educational research on the regulation of both emotional and cognitive processes is presently exploratory in nature as researchers grapple with the theoretical and analytical complexity of these two distinct but inter-related processes and the way they are woven together in increasing complexity in group dynamics. Our objectives are to address the above-mentioned gaps by advancing: (1) educational theory, (2) assessment, and (3) practice concerning the individual and collaborative regulation of emotional and cognitive processes in group learning in different educational domains.
Current Research Collaborators
