Allyson Hadwin

Interests

• self-regulated learning
• promoting and researching adaptive self-regulation 
• designing tasks, environments, and technologies for enhancing learning
• learning to succeed in the face of learning, motivational and emotional challenges 
• student success, engagement, retention and transitions  

Faculty bio

I am a settler-Canadian born and raised on the traditional lands of the Anishinahbai, Haudenosaunee, Attawandaraon. As a first-generation university graduate, my passion for supporting student success fuels all that I do in terms of teaching, research and service.

My research centers on understanding and enhancing learning processes through the lens of self-regulated learning (SRL). My research aims to uncover the complex interplay between cognitive, motivational, and socio-emotional factors that influence how learners engage with academic tasks, in formal and informal learning contexts, as well as traditional and digital learning environments.

My research has had significant scholarly impact in the field of educational psychology, particularly in the areas of self-regulated learning (SRL) and collaborative learning. My contributions are widely recognized for their depth and influence, and citations in leading academic journals and research globally.

My scholarly impact extends beyond academia, as I strive to:

• translate research findings into actionable strategies and practices for learners
• develop and validate self-diagnostic tools that support learners and researchers to work in partnership
• bridge the gap between theory and practice to enhance student learning experiences, academic success, and mental health and well-being

Current research projects include:

• 2024 - Supporting teams’ management of cognitive and emotional process ($199,895 -SSHRC-PDG) Harley (PI); Hadwin (co-director) 
• 2021 - Advancing educational theory, assessment and practice in higher education collaborative regulatory training. ($188,590 – SSHRC-PDG) Harley (PI); Hadwin (co-PI) 
• 2019 - Univenture: A Partnership to Address Heavy Drinking and Other Substance Misuse on Canadian University Campuses ($2,500,000) Stewart (PI); Hadwin (co-PI)  
• 2018 - Promoting adaptive regulation-Innovative technologies (PAR-IT) (SSHRC Insight $349,330) Hadwin (PI)

Representative publications

Greene, J. A., Bernacki, M.L and Hadwin, A.F. (2023). Self-regulation. In P. Schultz & K. R. Muis (Eds.), Handbook of Educational Psychology (4th ed.) (pp. 314-334). Routledge. 

Wu, M.Q., Cieslik V.V., Askari, S., Hadwin, A.F. and Hood, M. (2023). Measuring the Complexity of Self-Regulated Learning and Academic Challenges for Adolescents in Canada. Journal of Psychoeducational Assessment. 

Hood, M., Sukhawathanakul, P., Hadwin, A.F. and Rostampour, R. (2023). COVID-19 Fatigue and Middle School Students’ Engagement and School Aversion: The Mediational Roles of Emotion Regulation and Perceptions of School Climate. Youth, 3(4), 1378-1390. 

Sukhawathanakul, P., Hadwin, A.F., Rostampour, R., Bahena Olivares, M. and Shostak, K. (2022). Studying Under Stress: The Effect of COVID-19 Psychological Distress on Academic Challenges and Performance of Post-Secondary Students. Journal of College Student Retention: Research, Theory & Practice, 0(0), 1-14.