Philip H. Winne

Cytowane przez

	Wszystkie	Od 2020
Cytowania	36301	11803
h-indeks	82	51
i10-indeks	175	116

2500

1250

625

1875

198619871988198919901991199219931994199519961997199819992000200120022003200420052006200720082009201020112012201320142015201620172018201920202021202220232024202597 89 92 130 95 115 111 126 106 131 156 202 194 203 276 339 336 421 568 580 750 776 854 996 1071 1190 1197 1642 1511 1656 1683 1869 1790 2023 2108 2107 2429 2442 2345 363

Dostęp publiczny

Wyświetl wszystko

11 artykułów

7 artykułów*

dostępne

niedostępne

Objęte finansowaniem

Współautorzy

Allyson Fiona HadwinProfessor, Department of Psychology, University of VictoriaZweryfikowany adres z uvic.ca
John C. NesbitProfessor, Faculty of Education, Simon Fraser UniversityZweryfikowany adres z sfu.ca
Ronald W. MarxProfessor of Educational Psychology, Dean EmeritusZweryfikowany adres z arizona.edu
Krista MuisMcGill UniversityZweryfikowany adres z mcgill.ca
Deborah ButlerProfessor of Education, University of British ColumbiaZweryfikowany adres z ubc.ca
Patricia AlexanderUniversity of MarylandZweryfikowany adres z umd.edu
Anita Woolfolk HoyProfessor EmeritusZweryfikowany adres z osu.edu
Vivekanandan Suresh KumarProfessor, Department of Computing Science, Faculty of Science, Thompson Rivers University,Zweryfikowany adres z tru.ca
Roger AzevedoUniversity of Central FloridaZweryfikowany adres z ucf.edu
Mingming ZhouProfessor, University of MacauZweryfikowany adres z um.edu.mo
Mladen RakovićLecturer, Faculty of Information Technology, Monash UniversityZweryfikowany adres z monash.edu
Jovita VytasekFaculty, Kwantlen Polytechnic UniversityZweryfikowany adres z kpu.ca
Denise StockleyQueen's UniversityZweryfikowany adres z queensu.ca
Reinhard PekrunUniversity of Essex; Australian Catholic University; University of MunichZweryfikowany adres z essex.ac.uk
Susanne LajoieProfessor, Department of Educational Psychology and Counselling, McGill UniversityZweryfikowany adres z mcgill.ca
Alexandra Patzak, PhDAssistant Professor, George Mason UniversityZweryfikowany adres z gmu.edu
Luc P. BeaudoinAdjunct Professor, Simon Fraser UniversityZweryfikowany adres z sfu.ca
Ido RollTechnion - Israel Institute of TechnologyZweryfikowany adres z technion.ac.il
Fred PopowichProfessor of Computing Science, Simon Fraser UniversityZweryfikowany adres z sfu.ca
Jillianne CodeAssociate Professor, Faculty of Education, University of British ColumbiaZweryfikowany adres z ubc.ca

Obserwuj

Philip H. Winne

Professor Emeritus & FRSC, Faculty of Education, Simon Fraser University

Zweryfikowany adres z sfu.ca - Strona główna

educational psychology self-regulated learning metacognition learning analytics


Tytuł Sortuj wg cytatów Sortuj wg roku Sortuj wg tytułu	Cytowane przez Cytowane przez	Rok
Feedback and self-regulated learning: A theoretical synthesis DL Butler, PH Winne Review of educational research 65 (3), 245-281, 1995	5750	1995
Measuring Self-Regulated Learning PH Winne, NE Perry Handbook of self-regulation, 531-566, 2000	5055	2000
Handbook of educational psychology (2nd ed.) PA Alexander, PH Winne Taylor & Francis, 2006	1379*	2006
Inherent details in self-regulated learning PH Winne Educational Psychologist 30 (4), 173-187, 1995	1339	1995
Self-regulated learning viewed from models of information processing PH Winne Self-regulated learning and academic achievement: Theoretical perspectives 2 …, 2001	1186*	2001
A metacognitive view of individual differences in self-regulated learning PH Winne Learning and individual differences 8 (4), 327-353, 1996	833	1996
Experimenting to bootstrap self-regulated learning PH Winne Journal of Educational Psychology 89, 397-410, 1997	746	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	692	2002
A cognitive and metacognitive analysis of self-regulated learning PH Winne Handbook of self-regulation of learning and performance, 15-32, 2011	563*	2011
The psychology of academic achievement PH Winne, JC Nesbit Annual Review of Psychology 61, 653-678, 2010	488	2010
Experiments relating teachers’ use of higher cognitive questions to student achievement PH Winne Review of educational research 49 (1), 13-49, 1979	461	1979
Studying as self-regulated engagement in learning PH Winne, AF Hadwin Metacognition in educational theory and practice, 277-304, 1998	460	1998
Cognition and metacognition within self-regulated learning PH Winne Handbook of self-regulation of learning and performance, 36-48, 2018	453	2018
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	422	2001
Examining trace data to explore self-regulated learning AF Hadwin, JC Nesbit, D Jamieson-Noel, J Code, PH Winne Metacognition and Learning 2, 107-124, 2007	377	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	349	2006
Students' and teachers' views of thinking processes for classroom learning PH Winne, RW Marx The Elementary School Journal 82 (5), 493-518, 1982	347	1982
Student cognition in learning from teaching PH Winne, DL Butler International encyclopedia of education 2, 5738-5775, 1994	331	1994
A perspective on state-of-the-art research on self-regulated learning PH Winne Instructional science 33 (5/6), 559-565, 2005	321	2005
Methodological issues and advances in researching tactics, strategies, and self-regulated learning PH Winne, D Jamieson-Noel, K Muis Advances in motivation and achievement: New directions in measures and …, 2002	306	2002

Nie można teraz wykonać tej operacji. Spróbuj ponownie później.

Prace 1–20

Cytowania rocznie

Powielone cytowania

Scalone cytowania

Dodaj współautorówWspółautorzy

Obserwuj

Cytowane przez

Współautorzy