Allyson Hadwin

Allyson Hadwin
Position
Associate Professor
Credentials

BEd, BAH, MEd (Queen's), PhD (Simon Fraser)

Contact
Office: MacLaurin A461
  • Promoting and researching adaptive self-regulation

  • Prompting and researching collaborative learning

  • Aspects of self-regulation including: metacognition, cognitive strategies, motivation & procrastination, and emotion regulation

  • Designing classroom tasks, environments and technologies for enhancing learning, motivation and self-regulated learning

  • Learning to succeed in the face of learning, motivational and emotional challenges

  • Student engagement, retention, and transitions 

Dr. Hadwin collaborates with a dynamic team of graduate student researchers and international co-investigators. They examine learning tools, instruction, contexts and technologies that support learners to succeed and adapt in the face of new challenges when they work alone or on teams. Their research takes place in elementary, secondary, and post-secondary classroom contexts rather than research labs. They explore a range of psychological constructs (e.g., cognition, learning strategies, learning goals, motivation, emotion, and transfer) from an applied self-regulated learning perspective. They continually develop and examine the effectiveness of technologies to support learning and collaboration across the lifespan.

Dr. Hadwin frequently employs graduate students she supervises in paid research assistantships. Her graduate students have been consistently awarded national fellowships and scholarships.

Current research projects include: PAR-21” Promoting adaptive regulation for 21st century success (SSHRC PI: $348,264) Investigating and promoting individual and socially shared regulation of learning in primary school and teacher education contexts (Co-I: 600,000 Euros) Implementing and Researching Design in the Engineering curriculum (NSERC-collaborator)

 

ED-D101 - Learning strategies for university success.

The following is a list of recent publications, for a full list, visit Dr. Hadwin's personal website.

Articles Published in Refereed Journals

Hadwin, A. F., & Webster, E. A. [1] (2013). Calibration in goal-setting: Examining the nature of judgments of confidence. Learning and Instruction, 24, 37-47. doi:10.1016/j.learninstruc.2012.10.001

Järvelä, S. & Hadwin, A. (2013). New Frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39. DOI:10.1080/00461520.2012.74800

Hadwin, A.F., & Oshige, M. (2011). Self-regulation, co-regulation, and socially-shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113(2), 240-264.

Hadwin, A.F., & Järvelä, S. (2011). Introduction to a special issue on social aspects of self-regulated learning: Where social and self meet in the strategic regulation of learning. Teachers College Record, 113(2), 235-239.

Gress, C. L. Z., & Hadwin, A. F. (2010). Advancing educational research on collaboration through the use of gStudy computer-supported collaborative learning (CSCL) tools: Introduction to special issue. Computers in Human Behavior, 26, 785-786.

Winne, P. H., Hadwin, A. F., & Gress, C. L. Z. (2010). The Learning Kit project: Software tools for supporting and researching regulation of collaborative learning. Computers in Human Behavior , 26, 787-793.

Hadwin, A. F., Oshige, M., Gress, C. L. Z., & Winne, P. H. (2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior, 26, 794-805.

 Gress, C. L. Z., Fior, M., Hadwin, A. F., & Winne, P. H. (2010). Measurement and assessment in computer supported collaborative learning. Computers in Human Behavior, 26, 806-814.

Morris, R., Hadwin, A. F., Gress, C. L. Z., Fior, M., Church, H., & Winne, P. H. (2010). Designing roles, scripts, and prompts to support CSCL in gStudy. Computers in Human Behavior, 26, 815-824.

Kumar, V., Gress, C. L. Z., Hadwin, A. F., & Winne, P. H. (2010). Assessing process in CSCL: An ontological approach. Computers in Human Behavior , 26, 825-834.

Zwicker, J. G., & Hadwin, A. F. (2009). Cognitive versus multisensory approaches to handwriting intervention: A randomized controlled trial. Feature Article: Occupational Therapy Journal of Research: Occupation, Participation and Health., 29, 40-48. [peer-reviewed journal]

Hadwin, A. F., Nesbit, J. C., Jamieson-Noel, D., Code, J., & Winne, P. H. (2007). Examining trace data to explore self-regulated learning. Metacognition and Learning,2, 107-124.

Nesbit, J. C., Winne, P. H., Jamieson-Noel, D., Code, J., Zhou, M., MacAllister, K., Bratt, S., Wang, W., & Hadwin, A. F. (2006). Using cognitive tools in gStudy to investigate how study activities covary with achievement goals. Journal of Educational Computing Research, 35, 339-358.

Winne, P. H., Nesbit, J. C., Kumar, V., & Hadwin, A. F., Lajoie, S.P., Azevedo, R., & Perry, N.E. (2006). Supporting self-regulated learning with gStudy software: The Learning Kit project. Technology, Instruction, Cognition and Learning, 3, 105-113.

Hadwin, A. F., Wozney, L[1]., & Pontin, O. (2005). Scaffolding the appropriation of self-regulatory activity: A socio-cultural analysis of changes in teacher-student discourse about a graduate student portfolio. Special Issue of Instructional Science, 33, 413-450.

Azevedo, R., & Hadwin, A.F. (2005). Introduction to special issue: Scaffolding self-regulated learning and metacognition: Implications for the design of computer-based scaffolds. Instructional Science e, 33, 367-379.

Hadwin, A. F., Winne, P. H., & Nesbit, J. C. (2005). Annual review: Roles for software technologies in advancing research and theory in educational psychology

Hadwin, A. F., Boutara, L., Knoetze, T., & Thompson, S. (2004). Cross case study of self-regulation as a series of events. Educational Research and Evaluation, 10, 365-418.

Refereed Books, Chapters, Monographs:

Hadwin, A. F., & Winne, P. H. (in press). Promoting learning skills in undergraduate students. In M. J. Lawson & J. R. Kirby (Eds.), The quality of learning: Dispositions, instruction, and mental structures. New York: Cambridge University Press.

Winne, P. H., Hadwin, A. F., & Perry, N. E. (in press). Metacognition and computer supported learning. In C. Chan & C. Hmelo-Silver (Eds.). The international handbook of collaborative learning. New York: Taylor and Francis.

Winne, P. H., & Hadwin, A. F. (2011, in press). nStudy: Tracing and supporting self-regulated learning in the internet. In R. Azevedo & V. Aleven (Eds.). International handbook of metacognition and learning technologies. New York: Springer Science.

Miller, M., & Hadwin, A. F. (2011). Learning to learn. In N. Seel. (Ed.), Encyclopedia of the sciences of learning.

Webster, E., & Hadwin, A. F. (2011). Study strategies. In N. Seel. (Ed.), Encyclopedia of the sciences of learning.

Hadwin, A.F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially-shared regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65-84). New York, NY: Routledge.

Winne, P. H., & Hadwin, A. F. (2010). Self-regulated learning and sociocognitive theory. In P. Peterson, E. Baker & B. McGaw (Eds.), International encyclopedia of education, Vol. 5 (pp. 503-508). Amsterdam: Elsevier

Hadwin, A. F. (2008). Self-regulated learning. In T. L. Good (Ed.), 21st century education: A reference handbook. Thousand Oaks, CA: Sage Publications.

Winne, P. H., & Hadwin, A. F. (2008). The weave of motivation and self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and Self-regulated learning: Theory, Research and Applications (pp. 298-314). New York: Lawrence Erlbaum. [Schunk & Zimmerman are the most well recognized SRL researchers. Chapters were invited]

Kumar, V., Nesbit, J, Winne, P. H., Hadwin, A. F., Jamieson-Noel, D., & Han, K (2007). Quality rating and recommendation on learning objects. In X. Wu & L. Jain (Series Eds.) & S. Pierre (Vol. Ed.), Advanced information and knowledge processing: Vol. X. E-learning networked environments and architectures: A knowledge processing perspective (pp. 337-373). New York: Springer.

Nesbit, J. C., & Hadwin, A. F. (2006). Methodological issues in educational psychology. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (2nd ed.) (pp.825-847). Mahwah, NJ: Erlbaum. [Premiere Handbook of Educational Psychology]

Published Conference Proceedings:

McCardle, L., & Hadwin, A. F. (2011, June). Exploring the regulatory capabilities of student-athletes. Journal of Sport and Exercise Psychology, 33, S169.

Hadwin, A.F., Oshige, M., Miller, M., & Wild, P. (2009, July). Examining student and instructor task perceptions in a complex engineering design task. Paper proceedings presented for the Sixth International Conference on Innovation and Practices in Engineering Design and Engineering Education (CDEN/C2E2), McMaster University, Hamilton, ON, Canada.

Scott, T., Damian, D., & Hadwin, A. (2007). Enabling Shared Understanding: An Analysis of Video-Conferencing Data From a Global Software Development Course [ABSTRACT]. In C. Montgomerie & J. Seale (Eds.) Proceedings of Ed-Media 2007 World Conference on Educational Multimedia, Hypermedia and Telecommunications(p. 104). Chesapeake, VA: Association for the Advancement of Computing in Education.

Hadwin, A. F., Gress, C. L. Z., & Page, J. (2006, July). Toward standards for reporting research: A review of the literature on computer-supported collaborative learning. Paper proceedings presented for the 6th IEEE International Conference on Advanced Learning Technologies, Kerkrade, The Netherlands.

Damian, D., Hadwin, A. F., & Bal Al-Ani, B. (2006, May). Instructional design and assessment strategies for teaching Global Software Development: A framework. Paper proceedings presented for The 28th International Conference on Software Engineering, Shanghai, China [acceptance rate for conference proceedings was10%].

Winne, P. H., Hadwin, A. F., Nesbit, J., Jamieson-Noel, D., & Samin, B. (2005, July). Effects of self-regulated learning in programming. Paper proceedings presented for the Fifth IEEE Conference on Advanced Learning Technologies, Kaohsiung, Taiwan.

Other Refereed Contributions (abbreviated list)

Hadwin, A. F., Miller, M. (2011, September). Socially shared metacognition: Convergence and divergence in CSCL planning. Paper presented at the annual conference of the European Association for Research on Learning and Instruction, Exeter, UK.

McCardle, L., Helm, S., Hadwin, A. F., Shaw, K., & Wild, P. (2011, September). Regulation of learning in the context of collaborative challenges. Poster presented at the European Association for Research on Learning and Instruction, Exeter, United Kingdom.

Hadwin, A. F., Malmberg, J., Järvelä, S., Jarvenoja, H., & Vainiopää, M. V. (2010, May). Exploring socially-shared metacognition in the context of shared task perceptions and goals. Paper presented at the 4th Biennial Meeting of the EARLI special interest group 16 Metacognition, Muenster, Germany.

Hadwin, A. F., Webster, E., Helm, S., McCardle, L., & Gendron, A. (2010, April). Toward the study of intra-individual differences in goal setting and motivation regulation. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, CO.

Järvelä, S., Hadwin, A. F., & Järvenoja, H. (2010, September). Exploring socially shared regulation in the context of collaboration—How students construct regulation. Paper presented at the International Conference on Motivation, Porto, Portugal.

Helm, S.C. & Hadwin, A.F.  (2010, May).  Task understanding and self-regulated learning in young students.  Paper presented at the annual conference of the Canadian Society for the Study of Education, Montreal, Quebec..

McCardle, L., Miller, M., Gendron, A., Helm, S., Hadwin, A., & Webster, E. (2010, May). Regulation of motivation: Exploring the link between students’ goals for motivational state and strategy choice in university tasks. Paper presented at the Annual meeting of the Canadian Society for the Study ofEducation. Montreal, QC.

Miller, M. F. W., & Hadwin, A. F. (2010, May). Supporting university success: Examining the influence of explicit and implicit task understanding and self-efficacy on academic performance. Paper presented at the Annual meeting of the Canadian Society for the Study of Education. Montreal, QC.

Webster, E., & Hadwin, A. F. (2010, May). The emotional experiences of university students: Exploring the role of achievement emotions in self-regulated learning. Paper presented at the Annual Conference of the Canadian Society for the Study of Education, Montreal, Quebec.

Hadwin, A. F., Miller, M., Gendron, A., Webster, E, & Helm, S. (August, 2009). Social aspects in the regulation of learning: Measuring co-regulation and shared regulation. Paper presented at the meeting of the European Association for Researching Learning and Instruction, Amsterdam, the Netherlands.

Fior, M., & Hadwin, A. F. (2009, June). Reading comprehension and group participation: A comparison of structured and unstructured computer-supported collaborative learning conditions. Paper presented at the annual meeting of the Canadian Psychological Association, Montreal, QC, Canada

Hadwin, A. F., Oshige, M., Miller, M. Fior, M., & Tupper, K. (2008, March). Examining the agreement between student and instructor task perceptions in a complex engineering design task. Poster presented at the annual meeting of the American Educational Research Association, New York, NY.

Scott, T., Damian, D., & Hadwin, A. F. (2007, June). Enabling shared understanding: Implications for instruction and learning in global software development. Paper presented at the Conference on Educational Media and Multimedia (EdMedia), Vancouver, BC, Canada

Damian, D., Hadwin, A. F., & Bal Al-Ani, B. (2006, May). Instructional design and assessment strategies for teaching global software development: A framework. Paper presented at the 28th International Conference on Software Engineering, Shanghai, China.


[1]Throughout bolded names refer to graduate student collaborators