| Feedback and self-regulated learning: A theoretical synthesis DL Butler, PH Winne Review of educational research 65 (3), 245-281, 1995 | 6047 | 1995 |
| Measuring Self-Regulated Learning PH Winne, NE Perry Handbook of self-regulation, 531-566, 2000 | 5913 | 2000 |
| Handbook of educational psychology (2nd ed.) PA Alexander, PH Winne Taylor & Francis, 2006 | 1657* | 2006 |
| Inherent details in self-regulated learning PH Winne Educational Psychologist 30 (4), 173-187, 1995 | 1390 | 1995 |
| Self-regulated learning viewed from models of information processing PH Winne Self-regulated learning and academic achievement: Theoretical perspectives 2 …, 2001 | 1243* | 2001 |
| A metacognitive view of individual differences in self-regulated learning PH Winne Learning and individual differences 8 (4), 327-353, 1996 | 876 | 1996 |
| Experimenting to bootstrap self-regulated learning PH Winne Journal of Educational Psychology 89, 397-410, 1997 | 774 | 1997 |
| Exploring students’ calibration of self reports about study tactics and achievement PH Winne, D Jamieson-Noel Contemporary Educational Psychology 27 (4), 551-572, 2002 | 722 | 2002 |
| A cognitive and metacognitive analysis of self-regulated learning PH Winne Handbook of self-regulation of learning and performance, 15-32, 2011 | 634* | 2011 |
| Cognition and metacognition within self-regulated learning PH Winne Handbook of self-regulation of learning and performance, 36-48, 2018 | 557 | 2018 |
| The psychology of academic achievement PH Winne, JC Nesbit Annual Review of Psychology 61, 653-678, 2010 | 527 | 2010 |
| Experiments relating teachers’ use of higher cognitive questions to student achievement PH Winne Review of educational research 49 (1), 13-49, 1979 | 469 | 1979 |
| Context moderates students' self-reports about how they study AF Hadwin, PH Winne, DB Stockley, JC Nesbit, C Woszczyna Journal of Educational Psychology 93 (3), 477-487, 2001 | 431 | 2001 |
| Examining trace data to explore self-regulated learning AF Hadwin, JC Nesbit, D Jamieson-Noel, J Code, PH Winne Metacognition and Learning 2 (2), 107-124, 2007 | 402 | 2007 |
| Learning from learning kits: gStudy traces of students’ self-regulated engagements with computerized content NE Perry, PH Winne Educational Psychology Review 18 (3), 211-228, 2006 | 368 | 2006 |
| Inducing self-explanation: A meta-analysis K Bisra, Q Liu, JC Nesbit, F Salimi, PH Winne Educational Psychology Review 30 (3), 703-725, 2018 | 353 | 2018 |
| Students' and teachers' views of thinking processes for classroom learning PH Winne, RW Marx The Elementary School Journal 82 (5), 493-518, 1982 | 349 | 1982 |
| Understanding, evaluating, and supporting self-regulated learning using learning analytics I Roll, PH Winne Journal of Learning Analytics 2 (1), 7-12, 2015 | 345 | 2015 |
| Student cognition in learning from teaching PH Winne, DL Butler International encyclopedia of education 2, 5738-5775, 1994 | 345 | 1994 |
| A perspective on state-of-the-art research on self-regulated learning PH Winne Instructional science 33 (5/6), 559-565, 2005 | 340 | 2005 |
Allyson Fiona HadwinProfessor, Department of Psychology, University of VictoriaVerified email at uvic.ca
