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Hood M, Sukhawathanakul P, Hadwin A, Rostampour R. COVID-19 Fatigue and Middle School Students’ Engagement and School Aversion: The Mediational Roles of Emotion Regulation and Perceptions of School Climate. Youth. 2023; 3(4):1378-1390. https://doi.org/10.3390/youth3040086 

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Wu, M.Q., Cieslik V. V., Askari, S., Hadwin, F., & Hood, M. (Submission accepted). Measuring the Complexity of Self-Regulated Learning and Academic Challenges for Adolescents in Canada. Journal of Psychoeducational Assessment.

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Sukhawathanakul, P., Hadwin, A., Rostampour, R., Bahena Olivares, M., & Shostak, K. (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, 152102512211042-. https://doi.org/10.1177/15210251221104245

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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

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Bakhtiar, A., & Hadwin, A. F. (2021). Motivation from a self-regulated learning perspective: Application to school psychology. . Canadian Journal of School Psychology, , 82957352110546. https://doi.org/10.1177/08295735211054699

 

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

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Davis, S. K. & Hadwin, A. F. (2021). Exploring differences in psychological well-being and self-regulated learning in university student success. Frontline Learning Research, 9(1), 30-43. https://doi.org/10.14786/flr.v9i1.581

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Edwards, R., Davis, S., Hadwin, A. F., & Milford, T. M. (2020). Exploring student engagement factors in a blended undergraduate course. The Canadian Journal for the Scholarship of Teaching and Learning, 11(3), 1-22. https://doi.org/10.5206/cjsotl-rcacea.2020.3.8293  

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Davis, S. K., Edwards, R. L., Hadwin, A. F., & Milford, T. (2020). Using prior knowledge and student engagement to understand student performance in an undergraduate learning-to-learn course. International journal for the Scholarship of Teaching and Learning, 14(2) https://doi.org/10.20429/ijsotl.2020.140208.

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Bakhtiar, A. & Hadwin, A. F. (2020) Dynamic Interplay between Modes of Regulation During Motivationally Challenging Episodes in Collaboration. Frontline Learning Research, 8(2), 1-24. doi: 10.14786/fir.v8i2.561

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Hadwin, A.F., Bakhtiar, A., & Miller, M. (2018). Challenges in An Online Collaboration: Effects of Scripting Shared Task Perceptions. International Journal of Computer-Supported Collaborative Learning, 13(3), 301-329. doi: 10.1007/s11412-018-9279-9

Bakhtiar, A., Webster, E., & Hadwin, A.F. (2018). Regulation and socio-emotional interactions in a positive and a negative group climate. Metacognition and Learning, 1-34, doi: 10.1007/s11409-017-9178-x.

McCardle, L., Webster, E.A., Haffey, A., Hadwin, A.F. (2017). Examining students’ self-set goals for self-regulated learning: Goal properties and patterns. Studies in Higher Education, 42(11), 2153-2169. https://doi.org/10.1080/03075079.2015.1135117.

Hsu, Y. S., Iannone, P., She, H. C., & Hadwin, A. (2016). Preface for the IJSME Special Issue: Metacognition for Science and Mathematics Learning in Technology-Infused Learning Environments. International Journal of Science and Mathematics Education, 14(2), 243-248.

Hsu, Y. S., Iannone, P., She, H. C., Hadwin, A. F., & Yore, L. D. (2016). Epilogue for the IJSME special issue: Metacognition for science and mathematics learning in technology-infused learning environments. International Journal of Science and Mathematics Education, 14(2), 335-344.

Järvelä, S., Kirschner, P. A., Hadwin, A., Järvenoja, H., Malmberg, J., Miller, M., & Laru, J. (2016). Socially shared regulation of learning in CSCL: Understanding and prompting individual-and group-level shared regulatory activities. International Journal of Computer-Supported Collaborative Learning, 11(3), 263-280.

Järvelä, S., & Hadwin, A. (2015). Promoting and researching adaptive regulation: New Frontiers for CSCL research. Computers in Human Behaviour, 52, 559-561.

McCardle, L., & Hadwin, A. F. (2015). Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning. Metacognition and Learning, 10(1), 43-75.

Miller, M., & Hadwin, A. F. (2015). Scripting and awareness tools for regulating collaborative learning: Changing the landscape of support in CSCL. Computers in Human Behaviour, 52, 573-588.

Webster, E. A., & Hadwin, A. F. (2015). Emotions and emotion regulation in undergraduate studying: Examining students’ reports from a self-regulated learning perspective. Educational Psychology, 35(7), 794-818. doi: 10.1080/01443410.2014.895292

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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

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Järvelä, S., Järvenoja, H., Malmberg, J., & Hadwin, A.F. (2013). Exploring socially shared regulation in the context of collaboration. Journal of Cognitive Education and Psychology, 12(3), 267-286

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Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39. doi:10.1080/00461520.2012.748006

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Hadwin, A. F. (2013). Response to Vassallo’s claims from a historically situated view of self-regulated learning as adaptation in the face of challenge. New Ideas in Psychology, 31, 212-215. doi: 10.1016/j.newideapsych.2012.05.001

 

Hadwin, A.F., & Järvelä, S. (2011). Introduction to a special issue on social aspects of self-regulated learning: Where social and self meet in the strategic regulation of learning. Teachers College Record, 113(2), 235-239. Retrieved from http://www.tcrecord.org/

 

Hadwin, A.F., & Oshige, M.  (2011). Self-regulation, co-regulation, and socially-shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113(2), 240-264. Retrieved from http://www.tcrecord.org/
 

Gress, C. L. Z., & Hadwin, A. F. (2010). Advancing educational research on collaboration through the use of gStudy computer-supported collaborative learning (CSCL) tools: Introduction to special issue. Computers in Human Behavior, 26, 785-786.
 

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. 
 

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. 
 

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

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.
 

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
 

Zwicker, J. G., & Hadwin, A. F. (2009). Cognitive versus multisensory approaches to handwriting intervention: A randomized controlled trial. Feature Article: Occupational Therapy Journal of Research: Occupation, Participation and Health., 29, 40-48. [peer-reviewed journal]
 

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

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.
 

Winne, P. H., Nesbit, J. C., Kumar, V., & Hadwin, A. F., Lajoie, S.P., Azevedo, R., & Perry, N.E. (2006). Supporting self-regulated learning with gStudy software: The Learning Kit project. Technology, Instruction, Cognition and Learning, 3, 105-113. [International interdisciplinary peer-reviewed journal of structured learning]
 

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 of Instructional Science, 33, 413-450. [Impact factor of .659-International peer-reviewed journal with Kluwer Academic Publishing]
 

Azevedo, R., & Hadwin, A.F. (2005). Introduction to special issue: Scaffolding self-regulated learning and metacognition: Implications for the design of computer-based scaffolds. Instructional Science e, 33, 367-379. [Impact factor of .659-International peer-reviewed journal with Kluwer Academic Publishing]
 

Hadwin, A. F., Winne, P. H., & Nesbit, J. C. (2005). Annual review: Roles for software technologies in advancing research and theory in educational psychology [Invited Annual Review Article]. British Journal of Educational Psychology, 75, 1-24. [Impact factor of .915-International peer-reviewed journal listed in the top 20 of journals in Educational Psychology]
 

Hadwin, A. F., Boutara, L., Knoetze, T., & Thompson, S. (2004). Cross case study of self-regulation as a series of events. Educational Research and Evaluation, 10, 365-418. [International peer-reviewed journal on theory and practice]
 

Hadwin, A.F., & Winne, P.H. (2001). Co-NoteS2: A software tool for promoting self-regulation and collaboration. [Special issue on Educational Technology]. Educational Research and Evaluation, 7 (2-3), 313-334. [International peer-reviewed journal on theory and practice]
 

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. [Impact factor of 1.689-International peer-reviewed journal considered to be a premiere journal in educational psychology]
 

Hadwin, A. F., Kirby, J. R., & Woodhouse, R. A. (1999). Notetaking and summarization: Individual differences and recall of lecture material. Alberta Journal of Educational Research, 45, 1-17. [national peer-reviewed journal]
 

Hadwin, A. F., & Winne, P. H. (1996). Study strategies have meager support: A review of recent research on study skills in higher education. Journal of Higher Education, 67, 692-715. [Impact factor of .593-considered a leading peer-reviewed scholarly journal on the institution of higher education]