Publications
Articles Published in Refereed Journals
Updated by December 2023
Hadwin, A. F., Rostampour, R., & Winne, P.H. (2024 Accepted). Self-regulated Learning and Self-diagnostic tool [Accepted Nov, 2024]. Educational Psychology Review.
Moreno, M., Patino Melo, L., Grewal, K., Pekrun, R., Lajoie, S.P., Wiseman, J., Hadwin, A., Brydges, R., Fried, G.M., Sun, N., Khalil, E., Azher, S., & Harley, J.M. (in press). The Role of Leadership in Medical Trainee Team-Regulation Dynamics in Crisis Resource Management (CRM) Simulation Education . European Journal of Psychology in Education.
Cieslik V., Sukhawathanakul, P., Rostampour, R., Wu, M. Q., Hadwin, A., Stewart, S. H., Thompson, K., Keough, M., Krank, M., Conrod P., Castellanos, N. R., & Winne, P. (in press). Exploring associations between substance use, self-regulated learning practices, and academic challenges at five Canadian universities. Journal of College Student Retention: Research, Theory, & Practice.
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/10.1007/s11412-024-09434-3
Järvelä, S., & Hadwin, A. (2024). Triggers for self-regulated learning: A conceptual framework for advancing multimodal research about SRL. Learning and Individual Differences, 115, 102526-. https://doi.org/10.1016/j.lindif.2024.102526
Bahena Olivares, L. M., Rostampour, R., & Hadwin, A. F. (2024). Modelling the unique contributions of task understanding to academic challenges and performance. Metacognition and Learning, 19(3), 1215–1236. https://doi.org/10.1007/s11409-024-09402-0
Kapil, M., Rostampour, R., & Hadwin, A. (2024). Coping Self-Efficacy and Stress Mindset as Predictors of Student Success Outcomes. Journal of Postsecondary Student Success, 4(1), 147–172. https://doi.org/10.33009/fsop_jpss135208
Kaser, A. C., Lambe, L. J., Yunus, F. M., Conrod, P. J., Hadwin, A. F., Keough, M. T., Krank, M. D., Thompson, K., & Stewart, S. H. (2024). Bullying Prevalence and Associations with Mental Health Problems Among Canadian Undergraduates During the COVID-19 Pandemic. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-024-00257-2
Lambe, L. J., Hohn, L. A., Sukhawathanakul, P., Conrod, P. J., Hadwin, A., Keough, M. T., Krank, M., Thompson, K., & Stewart, S. H. (2024). Personality Traits and Links between Bullying, Emotional Distress, and Substance Use among Emerging Adults. International Journal of Mental Health and Addiction. https://doi.org/10.1007/s11469-024-01401-1
Bernusky, H. C. R., Tibbo, P. G., Conrod, P. J., Yunus, F. M., Keough, M. T., Thompson, K. D., Krank, M. D., Hadwin, A. F., & Stewart, S. H. (2024). Do anxiety symptoms and coping motives serially mediate the association between psychotic-like experiences and cannabis-related problems in undergraduate recent cannabis users? Addictive Behaviors, 151, 107937-. https://doi.org/10.1016/j.addbeh.2023.107937
Yunus, F. M., Standage, C., Walsh, C., Lockhart, P., Thompson, K., Keough, M., Krank, M., Hadwin, A., Conrod, P. J., & Stewart, S. H. (2024). High peak drinking levels mediate the relation between impulsive personality and injury risk in emerging adults. Injury Epidemiology,11(1), 1–14. https://doi.org/10.1186/S40621-024-00487-4
Wu, M. Q., Cieslik, V. V., Askari, S., Hadwin, A. F., & Hood, M. (2024). Measuring the Complexity of Self-Regulated Learning and Academic Challenges for Adolescents in Canada. Journal of Psychoeducational Assessment, 42(3), 293–307. https://doi.org/10.1177/07342829231221851
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
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.
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
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
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
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
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
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.
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
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
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
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
Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39. doi:10.1080/00461520.2012.748006
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]