Philip Winne
Encyclopedia
Philip H. Winne is a professor of educational psychology
and Canada Research Chair
in Self-Regulated Learning and Learning Technologies at Simon Fraser University
. Winne has made significant contributions to research on self-regulated learning
. He is the principal investigator of the Learning Kit Project, which has developed educational software founded on principles of self-regulated learning.
Before earning a PhD from Stanford University
in 1976, Winne received undergraduate and masters degrees from Bucknell University
. He has served as co-editor of the Educational Psychologist and associate editor of the British Journal of Educational Psychology. Winne has authored (or co-authored) over 70 peer-reviewed journal articles, over 30 book chapters, and 5 books including an introductory textbook on educational psychology that is widely used in Canada
(Woolfolk, Winne, & Perry, 2006).
Alexander, P. A.
, & Winne, P. H. (Eds). (2006). Handbook of educational psychology
(2nd ed). Mahwah, NJ: Lawrence Erlbaum Associates.
Winne, P. H. (2006). How software technologies can improve research on learning and bolster school reform. Educational Psychologist, 41, 5–17.
Lodewyk, K., & Winne, P. H. (2005). Relations between the structure of learning tasks, achievement, and changes in self efficacy in secondary students. Journal of Educational Psychology, 97, 3-12.
Winne, P. H. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33, 559-565.
Winne, P. H. (2005). Key issues in modeling and applying research on self-regulated learning. Applied Psychology: An International Review, 54, 232-238.
Winne, P. H. (2004). Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments. International Journal of Educational Research, 41, 466-488.
Winne, P. H. (2004). Theoretical and methodological challenges when researching motivation in context. European Psychologist, 9, 257-263.
Winne, P. H. (2004). Putting volition to work in education. Teachers College Record, 106, 1879-1887.
Perry, N. E. & Winne, P. H. (2001). Individual differences and diversity. In L. Corno (Ed.), Yearbook of the National Society for the Study of Education: Vol. 100, Part 1. Education across a century: The centennial volume (pp. 100–139). Chicago: National Society for the Study of Education.
Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed, pp. 153–189). Mahwah, NJ: Lawrence Erlbaum Associates.
Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). Orlando, FL: Academic Press.
Educational psychology
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Educational psychology is concerned with how students learn and develop, often focusing...
and Canada Research Chair
Canada Research Chairs
Canada Research Chairs are Canadian university research professorships created through the Canada Research Chairs Program.- Program goals :...
in Self-Regulated Learning and Learning Technologies at Simon Fraser University
Simon Fraser University
Simon Fraser University is a Canadian public research university in British Columbia with its main campus on Burnaby Mountain in Burnaby, and satellite campuses in Vancouver and Surrey. The main campus in Burnaby, located from downtown Vancouver, was established in 1965 and has more than 34,000...
. Winne has made significant contributions to research on self-regulated learning
Self-regulated learning
The term self-regulated can be used to describe learning that is guided by metacognition , strategic action , and motivation to learn...
. He is the principal investigator of the Learning Kit Project, which has developed educational software founded on principles of self-regulated learning.
Before earning a PhD from Stanford University
Stanford University
The Leland Stanford Junior University, commonly referred to as Stanford University or Stanford, is a private research university on an campus located near Palo Alto, California. It is situated in the northwestern Santa Clara Valley on the San Francisco Peninsula, approximately northwest of San...
in 1976, Winne received undergraduate and masters degrees from Bucknell University
Bucknell University
Bucknell University is a private liberal arts university located alongside the West Branch Susquehanna River in the rolling countryside of Central Pennsylvania in the town of Lewisburg, 30 miles southeast of Williamsport and 60 miles north of Harrisburg. The university consists of the College of...
. He has served as co-editor of the Educational Psychologist and associate editor of the British Journal of Educational Psychology. Winne has authored (or co-authored) over 70 peer-reviewed journal articles, over 30 book chapters, and 5 books including an introductory textbook on educational psychology that is widely used in Canada
Canada
Canada is a North American country consisting of ten provinces and three territories. Located in the northern part of the continent, it extends from the Atlantic Ocean in the east to the Pacific Ocean in the west, and northward into the Arctic Ocean...
(Woolfolk, Winne, & Perry, 2006).
External links
Recent publications
Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2006). Educational psychology (3rd Canadian ed). Toronto: Pearson.Alexander, P. A.
Patricia Alexander
Patricia A. Alexander is an educational psychologist who has conducted notable research on the role of individual difference, strategic processing, and interest in students' learning...
, & Winne, P. H. (Eds). (2006). Handbook of educational psychology
Handbook of Educational Psychology
The Handbook of Educational Psychology has been published in two editions, appearing in 1996 and 2006 respectively. Produced by Division 15 of the American Psychological Association , the handbook broadly presents the theories, evidence and methodologies of educational...
(2nd ed). Mahwah, NJ: Lawrence Erlbaum Associates.
Winne, P. H. (2006). How software technologies can improve research on learning and bolster school reform. Educational Psychologist, 41, 5–17.
Lodewyk, K., & Winne, P. H. (2005). Relations between the structure of learning tasks, achievement, and changes in self efficacy in secondary students. Journal of Educational Psychology, 97, 3-12.
Winne, P. H. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33, 559-565.
Winne, P. H. (2005). Key issues in modeling and applying research on self-regulated learning. Applied Psychology: An International Review, 54, 232-238.
Winne, P. H. (2004). Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments. International Journal of Educational Research, 41, 466-488.
Winne, P. H. (2004). Theoretical and methodological challenges when researching motivation in context. European Psychologist, 9, 257-263.
Winne, P. H. (2004). Putting volition to work in education. Teachers College Record, 106, 1879-1887.
Perry, N. E. & Winne, P. H. (2001). Individual differences and diversity. In L. Corno (Ed.), Yearbook of the National Society for the Study of Education: Vol. 100, Part 1. Education across a century: The centennial volume (pp. 100–139). Chicago: National Society for the Study of Education.
Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed, pp. 153–189). Mahwah, NJ: Lawrence Erlbaum Associates.
Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). Orlando, FL: Academic Press.