NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Using a Multitrait-Multimethod Analysis to Examine Conceptual Similarities of Three Self-Regulated Learning Inventories
Peer reviewed Peer reviewed
Direct linkDirect link
Muis, Krista R.; Winne, Philip H.; Jamieson-Noel, Dianne – British Journal of Educational Psychology, 2007
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…
Descriptors: Validity, Multitrait Multimethod Techniques, Construct Validity, Higher Education
Learning from Learning Kits: gStudy Traces of Students' Self-Regulated Engagements with Computerized Content
Peer reviewed Peer reviewed
Direct linkDirect link
Perry, Nancy E.; Winne, Philip H. – Educational Psychology Review, 2006
Researching self-regulated learning (SRL) as a process that evolves across multiple episodes of studying poses large methodological challenges. While self-report data provide useful information about learners' perceptions of learning, these data are not reliable indicators of studying tactics learners actually use while studying, especially when…
Descriptors: Learning Modules, Metacognition, Self Management, Measurement Techniques
Exploring Individual Differences in Studying Strategies Using Graph Theoretic Statistics.
Peer reviewed Peer reviewed
Winne, Philip H.; And Others – Alberta Journal of Educational Research, 1994
Using a computer-based tutorial called STUDY, students navigate through content and apply studying actions such as underlining, taking notes, requesting elaborations, and attempting test items whereas STUDY creates detailed time-stamped records of the learner's interactions in a log file. Log file data are analyzed using a methodology based on the…
Descriptors: Cognitive Processes, Computer Assisted Instruction, Individual Differences, Learning Strategies
Putting Volition to Work in Education
Peer reviewed Peer reviewed
Direct linkDirect link
Winne, Philip H. – Teachers College Record, 2004
Playing the role of constructive critic of articles in this special issue, I adopt the term self-reliance to refer to work habits, work styles, volition, and self-regulated learning. Starting with the belief that developing self-reliance is an important goal of education, I examine key issues that influence the likelihood of reaching this goal. I…
Descriptors: Self Efficacy, Student Motivation, Individual Power, Learner Controlled Instruction
Study Strategies Have Meager Support: A Review with Recommendations for Implementation.
Peer reviewed Peer reviewed
Hadwin, Allyson Fiona; Winne, Philip H. – Journal of Higher Education, 1996
Research on the effects of teaching study strategies, in situations where students could choose study methods used in everyday courses, is reviewed. Among the few studies meeting rigorous criteria, none investigated whether students could adapt study tactics beyond the training context. Cautious recommendations are made for concept mapping,…
Descriptors: College Students, Educational Research, Higher Education, Instructional Effectiveness
Context Moderates Students' Self-Reports about How They Study.
Peer reviewed Peer reviewed
Hadwin, Allyson Fiona; Winne, Philip H.; Stockley, Denise B.; Nesbit, John C.; Woszczyna, Carolyn – Journal of Educational Psychology, 2001
Models of self-regulated learning hypothesize that learners selectively match study tactics to varying tasks and diverse goals. In this study, students rated the frequency with which they applied 26 study tactics, used 20 textbook features and other resources, and adopted 30 goals for studying. Findings indicate students' reports of…
Descriptors: Aptitude Treatment Interaction, Cognitive Style, Context Effect, Learning Processes