Philip H Winne
Biographic Data
| ID | 1606302 |
|---|---|
| NAME | Philip H Winne |
| GIVEN NAMES | Philip H |
| FAMILY NAME | Winne |
| SIGNATURE | WINNE P H |
| AFFILIATIONS | Simon Fraser University |
| ORCID | 0000-0001-5133-7525 |
| VERIFIED | Yes |
| TOTAL WORKS | 39 |
| TOTAL CITATIONS | 80 |
| AUTHOR COUNT | 39 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
The (Un)Conscious Learner: How Meta‐Awareness Influences Self‐Regulated Learning and Mitigates Task‐Unrelated Thoughts
This theoretical article examines the relationship between self‐regulated learning and task‐unrelated thoughts (TUTs) through the lens of metacognition. Grounded in Winne's COPES (conditions, operations, products, evaluations, and standards) model of self‐regulated learning, we propose an interaction model emphasizing metacognitive monitoring and control. This model suggests the metacognitive cycle inherent to self‐regulated learning can increase…
Recall or transfer? How assessment types drive text-marking behavior
Introduction Text marking is a widely used study technique, valued for its simplicity, and perceived benefits in enhancing recall and comprehension. This exploratory study investigates its role as an encoding mechanism, focusing on how marking impacts recall and transfer when learners are oriented toward different posttest items (recall or transfer). Method We gathered detailed data describing what learners were studying and how much they marked …
Temporal structuring in asynchronous discussions: Designing for collaborative learning in online university courses
A proposed methodology for investigating student-chatbot interaction patterns in giving peer feedback
A chatbot is artificial intelligence software that converses with a user in natural language. It can be instrumental in mitigating teaching workloads by coaching or answering student inquiries. To understand student-chatbot interactions, this study is engineered to optimize student learning experience and instructional design. In this study, we developed a chatbot that supplemented disciplinary writing instructions to enhance peer reviewer’s feed…
Effects of just-in-time inquiry prompts and principle-based self-explanation guidance on learning and use of domain texts in simulation-based inquiry learning
Although scientific inquiry with simulations may enhance learning, learners often face challenges creating high demand for self-regulation due to an abundance of information in simulations and supplementary instructional texts. In this research, participants engaged in simulation-based inquiry about principles of electric circuits supplemented by domain-specific expository text provided on-demand. They received just-in-time inquiry prompts for in…
System design for using multimodal trace data in modeling self-regulated learning
Self-regulated learning (SRL) integrates monitoring and controlling of cognitive, affective, metacognitive, and motivational processes during learning in pursuit of goals. Researchers have begun using multimodal data (e.g., concurrent verbalizations, eye movements, on-line behavioral traces, facial expressions, screen recordings of learner-system interactions, and physiological sensors) to investigate triggers and temporal dynamics of SRL and how…
Scientific inquiry learning with a simulation: Providing within-task guidance tailored to learners’ understanding and inquiry skill
In scientific inquiry learning, within-task guidance tailored to the learner’s domain knowledge and inquiry skill may be essential to promote intended learning outcomes. However, due to dynamic complexity across the timeline of inquiry learning, principles for designing tailored guidance are elusive. In this study, experienced tutors provided just-in-time guidance to 11 learners. We analysed tutor-learner interactions to investigate how tutors ad…
A microanalysis of learner questions and tutor guidance in simulation‐assisted inquiry learning
Automatic identification of knowledge‐transforming content in argument essays developed from multiple sources
Developing knowledge‐transforming skills in writing may help students increase learning by actively building knowledge, regardless of the domain. However, many undergraduate students struggle to transform knowledge when drafting essays based on multiple sources. Writing analytics can be used to scaffold knowledge transforming as writers bring evidence to bear in supporting claims. We investigated how to automatically identify sentences representi…
Educational Psychology: Active Learning Edition, Global Edition
Construct and consequential validity for learning analytics based on trace data
Fine grained analysis of students’ online discussion posts
Using persuasive refutation texts to prompt attitudinal and conceptual change
We investigated knowledge and attitudes before and after reading refutation texts augmented by different kinds of persuasive information and how emotions mediated the process of knowledge and attitude change. Undergraduates (N = 424) enrolled in 4 universities from 3 countries read a refutation text on genetically modified foods (GMFs) and were then randomly assigned to receive additional information about advantages of GMFs, disadvantages of GMF…
Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement
We examined whether undergraduates’ achievement goal orientations could be represented as profiles and whether profiles were linked to self-reported motivation, epistemic beliefs and academic achievement. Data collected during an undergraduate course were analyzed using a clustering technique. Using the 2 × 2 goal model (Elliot & McGregor, 2001 ), we identified five achievement goal profiles. Our findings suggest the interaction of goal orientati…
Educational Psychology
Theorizing and researching levels of processing in self‐regulated learning
BACKGROUND: Deep versus surface knowledge is widely discussed by educational practitioners. A corresponding construct, levels of processing, has received extensive theoretical and empirical attention in learning science and psychology. In both arenas, lower levels of information and shallower levels of processing are predicted and generally empirically demonstrated to limit knowledge learners gain, curtail what they can do with newly acquired kno…
What if learning analytics were based on learning science
Learning analytics are often formatted as visualisations developed from traced data collected as students study in online learning environments. Optimal analytics inform and motivate students’ decisions about adaptations that improve their learning. We observe that designs for learning often neglect theories and empirical findings in learning science that explain how students learn. We present six learning analytics that reflect what is known in …
Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect
Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotions mediate the relationship between self-concept and learning from refutation texts. In an experiment…
Self-Regulated Learning
Improving Measurements of Self-Regulated Learning
Articles in this special issue present recent advances in using state-of-the-art software systems that gather data with which to examine and measure features of learning and particularly self-regulated learning (SRL). Despite important advances, there remain challenges. I examine key features of SRL and how they are measured using common tools. I advance the case that traces of cognition and metacognition offer critical information about SRL that…
Modern psychometrics for assessing achievement goal orientation: A Rasch analysis
Background A program of research is needed that assesses the psychometric properties of instruments designed to quantify students' achievement goal orientations to clarify inconsistencies across previous studies and to provide a stronger basis for future research. Aim We conducted traditional psychometric and modern Rasch‐model analyses of the Achievement Goals Questionnaire (AGQ, Elliot & McGregor, 2001 ) and the Patterns of Adaptive Learning Sc…
Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories
Background. A programme of construct validity research is necessary to clarify previous research on self-regulation and to provide a stronger basis for future research.Aim. A multitrait-multimethod (MTMM) analysis was conducted to assess convergent and discriminant validity of three self-regulation measures: the Learning and Study Strategies Inventory (LASSI; Weinstein, 1987), the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, S…
Roles for software technologies in advancing research and theory in educational psychology
While reviews abound on theoretical topics in educational psychology, it is rare that we examine our field's instrumentation development, and what effects this has on educational psychology's evolution. To repair this gap, this paper investigates and reveals the implications of software technologies for researching and theorizing about core issues in educational psychology. From a set of approximately 1,500 articles published between 1999 and 200…
Exploring students’ calibration of self reports about study tactics and achievement
Measuring Self-Regulated Learning
Complementary methods for research in education
Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect
Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotions mediate the relationship between self-concept and learning from refutation texts. In an experiment…
Construct Interpretations of Three Self-Concept Inventories
Three self-report measures of self-concept were administered in counterbalanced order to 488 sixth grade children as the basis for a multitrait-multimethod study of self-concept measurement. The subscales on these instruments were clustered into facets representing physical, social, and academic self-concept. The analyses indicate that all three facets demonstrate some degree of convergent validity, particularly physical self-concept, but discrim…
Theorizing and researching levels of processing in self‐regulated learning
BACKGROUND: Deep versus surface knowledge is widely discussed by educational practitioners. A corresponding construct, levels of processing, has received extensive theoretical and empirical attention in learning science and psychology. In both arenas, lower levels of information and shallower levels of processing are predicted and generally empirically demonstrated to limit knowledge learners gain, curtail what they can do with newly acquired kno…
Why process-product research cannot explain process-product findings and a proposed remedy: The cognitive mediational paradigm
Effects of Questioning Techniques and Recitation on Student Learning
Two experiments were done in which sixth-grade students participated in 10 ecology lessons, each involving reading/viewing of curriculum materials plus a teaching treatment. In Experiment I, four treatments were arranged in three equivalent Latin squares so that each of 12 trained teachers taught each treatment. The treatments varied presence-absence of recitation and presence-absence of probing (a follow-up question to improve a student's initia…
Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories
Background. A programme of construct validity research is necessary to clarify previous research on self-regulation and to provide a stronger basis for future research.Aim. A multitrait-multimethod (MTMM) analysis was conducted to assess convergent and discriminant validity of three self-regulation measures: the Learning and Study Strategies Inventory (LASSI; Weinstein, 1987), the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, S…
Study Strategies Have Meager Support: A Review with Recommendations for Implementation
Additional informationNotes on contributorsAllyson Fiona HadwinAllyson Fiona Hadwin is a graduate student in education, and Philip H. Winne is a professor of education at Simon Fraser University, Burnaby, BC, Canada, V5A 1S6.Philip H. WinneAllyson Fiona Hadwin is a graduate student in education, and Philip H. Winne is a professor of education at Simon Fraser University, Burnaby, BC, Canada, V5A 1S6
The place of cognition in explanations of teaching: A dialog of interpretive and cognitive approaches
A Model of Poor Readers' Text-Based Inferencing: Effects of Explanatory Feedback
Philip H. Winne, Lorraine Graham, Leone Prock, A Model of Poor Readers' Text-Based Inferencing: Effects of Explanatory Feedback, Reading Research Quarterly, Vol. 28, No. 1 (Jan. - Feb. - Mar., 1993), pp. 52-66
Aptitude-Treatment Interactions in an Experiment on Teacher Effectiveness
Aptitude-treatment interactions (ATI) are relatively unexamined in research on teacher effectiveness but may be important in describing the teaching-learning process. In an experiment on teacher effectiveness, 399 sixth-grade students were taught ecology for nine lessons. Trained teachers used one of eight factorially defined teaching treatments which varied teacher behaviors of structuring, soliciting, and reacting. Generalized regression analys…
Roles for software technologies in advancing research and theory in educational psychology
While reviews abound on theoretical topics in educational psychology, it is rare that we examine our field's instrumentation development, and what effects this has on educational psychology's evolution. To repair this gap, this paper investigates and reveals the implications of software technologies for researching and theorizing about core issues in educational psychology. From a set of approximately 1,500 articles published between 1999 and 200…
Path Analyses Relating Student Perceptions Of Teacher Behavior to Student Achievement
Aptitude-Treatment Interactions in an Experiment on Teacher Effectiveness
Aptitude-treatment interactions (ATI) are relatively unexamined in research on teacher effectiveness but may be important in describing the teaching-learning process. In an experiment on teacher effectiveness, 399 sixth-grade students were taught ecology for nine lessons. Trained teachers used one of eight factorially defined teaching treatments which varied teacher behaviors of structuring, soliciting, and reacting. Generalized regression analys…
Construct Interpretations of Three Self-Concept Inventories
Three self-report measures of self-concept were administered in counterbalanced order to 488 sixth grade children as the basis for a multitrait-multimethod study of self-concept measurement. The subscales on these instruments were clustered into facets representing physical, social, and academic self-concept. The analyses indicate that all three facets demonstrate some degree of convergent validity, particularly physical self-concept, but discrim…
Effects of Questioning Techniques and Recitation on Student Learning
Two experiments were done in which sixth-grade students participated in 10 ecology lessons, each involving reading/viewing of curriculum materials plus a teaching treatment. In Experiment I, four treatments were arranged in three equivalent Latin squares so that each of 12 trained teachers taught each treatment. The treatments varied presence-absence of recitation and presence-absence of probing (a follow-up question to improve a student's initia…
Path Analyses Relating Student Perceptions Of Teacher Behavior to Student Achievement
Why process-product research cannot explain process-product findings and a proposed remedy: The cognitive mediational paradigm
Complementary methods for research in education
The "ForNow" Room and Education in a Future Tense
A Model of Poor Readers' Text-Based Inferencing: Effects of Explanatory Feedback
Philip H. Winne, Lorraine Graham, Leone Prock, A Model of Poor Readers' Text-Based Inferencing: Effects of Explanatory Feedback, Reading Research Quarterly, Vol. 28, No. 1 (Jan. - Feb. - Mar., 1993), pp. 52-66
Inherent details in self-regulated learning
Self-regulated learning (SRL) has become a pivotal construct in contemporary accounts of effective academic learning. I examine several areas of theory and empirical research, which are not prominently cited in educational psychology's research into SRL, that reveal new details of what SRL is and how students develop productive SRL. I interpret findings from these investigations to suggest that nondeliberative, knowledge-based elements are inhere…
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Self-regulated learning (SRL) is a pivot upon which students’ achievement turns. We explain how feedback is inherent in and a prime determiner of processes that constitute SRL, and review areas of research that elaborate contemporary models of how feedback functions in learning. Specifically, we begin by synthesizing a model of self-regulation based on contemporary educational and psychological literatures. Then we use that model as a structure f…
The place of cognition in explanations of teaching: A dialog of interpretive and cognitive approaches
A metacognitive view of individual differences in self-regulated learning
Study Strategies Have Meager Support: A Review with Recommendations for Implementation
Allyson Fiona Hadwin, Philip H. Winne, Study Strategies Have Meager Support: A Review with Recommendations for Implementation, The Journal of Higher Education, Vol. 67, No. 6 (Nov. - Dec., 1996), pp. 692-715
Study Strategies Have Meager Support: A Review with Recommendations for Implementation
Additional informationNotes on contributorsAllyson Fiona HadwinAllyson Fiona Hadwin is a graduate student in education, and Philip H. Winne is a professor of education at Simon Fraser University, Burnaby, BC, Canada, V5A 1S6.Philip H. WinneAllyson Fiona Hadwin is a graduate student in education, and Philip H. Winne is a professor of education at Simon Fraser University, Burnaby, BC, Canada, V5A 1S6
Measuring Self-Regulated Learning
Exploring students’ calibration of self reports about study tactics and achievement
Roles for software technologies in advancing research and theory in educational psychology
While reviews abound on theoretical topics in educational psychology, it is rare that we examine our field's instrumentation development, and what effects this has on educational psychology's evolution. To repair this gap, this paper investigates and reveals the implications of software technologies for researching and theorizing about core issues in educational psychology. From a set of approximately 1,500 articles published between 1999 and 200…
Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories
Background. A programme of construct validity research is necessary to clarify previous research on self-regulation and to provide a stronger basis for future research.Aim. A multitrait-multimethod (MTMM) analysis was conducted to assess convergent and discriminant validity of three self-regulation measures: the Learning and Study Strategies Inventory (LASSI; Weinstein, 1987), the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, S…
Modern psychometrics for assessing achievement goal orientation: A Rasch analysis
Background A program of research is needed that assesses the psychometric properties of instruments designed to quantify students' achievement goal orientations to clarify inconsistencies across previous studies and to provide a stronger basis for future research. Aim We conducted traditional psychometric and modern Rasch‐model analyses of the Achievement Goals Questionnaire (AGQ, Elliot & McGregor, 2001 ) and the Patterns of Adaptive Learning Sc…
Improving Measurements of Self-Regulated Learning
Articles in this special issue present recent advances in using state-of-the-art software systems that gather data with which to examine and measure features of learning and particularly self-regulated learning (SRL). Despite important advances, there remain challenges. I examine key features of SRL and how they are measured using common tools. I advance the case that traces of cognition and metacognition offer critical information about SRL that…
Self-Regulated Learning
What if learning analytics were based on learning science
Learning analytics are often formatted as visualisations developed from traced data collected as students study in online learning environments. Optimal analytics inform and motivate students’ decisions about adaptations that improve their learning. We observe that designs for learning often neglect theories and empirical findings in learning science that explain how students learn. We present six learning analytics that reflect what is known in …
Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect
Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotions mediate the relationship between self-concept and learning from refutation texts. In an experiment…
Educational Psychology
Theorizing and researching levels of processing in self‐regulated learning
BACKGROUND: Deep versus surface knowledge is widely discussed by educational practitioners. A corresponding construct, levels of processing, has received extensive theoretical and empirical attention in learning science and psychology. In both arenas, lower levels of information and shallower levels of processing are predicted and generally empirically demonstrated to limit knowledge learners gain, curtail what they can do with newly acquired kno…
Psychology (36 works) · Mathematics education (25 works) · Computer Science (24 works) · Innovative Teaching and Learning Methods (22 works) · Educational Strategies and Epistemologies (15 works) · Cognitive psychology (12 works) · Social Psychology (11 works) · Cognition (10 works) · Online and Blended Learning (9 works) · Pedagogy (8 works)