Allyson F. Hadwin
University of Victoria
MetacognitionEngineeringEducational psychologyCollaborative learningMathematics educationPsychologyEducational technologyCognitionCognitive psychologyPedagogySelf-regulated learningComputer-supported collaborative learningContext (language use)Task (project management)Academic achievementExperiential learningComputer scienceMedical educationCooperative learningKnowledge managementSocial psychology
69Publications
30H-index
3,488Citations
Publications 68
Newest
#1Allyson F. Hadwin (UVic: University of Victoria)H-Index: 30
5 CitationsSource
#1Sarah K. Davis (UVic: University of Victoria)H-Index: 8
#2Allyson F. Hadwin (UVic: University of Victoria)H-Index: 30
Worldwide, there are increasing concerns about postsecondary students’ mental health and how student success is implicated. Previous research has established psychological well-being and self-regulated learning are important components of student success, however, there is a paucity of research examining the interplay between these factors during a semester-long course. In this study, 118 students in a learning-to-learn elective university course completed nine weekly online planning and reflect...
1 CitationsSource
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#1Sarah K. Davis (UVic: University of Victoria)H-Index: 8
#2Rebecca L. Edwards (UVic: University of Victoria)H-Index: 1
Last. Todd Milford (UVic: University of Victoria)H-Index: 9
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#1Aishah Bakhtiar (UVic: University of Victoria)H-Index: 5
#2Allyson F. Hadwin (UVic: University of Victoria)H-Index: 30
The cognitive and social demands of collaboration can raise significant motivation challenges. Task progression relies on team members strategically taking control of the problems and adapting accordingly. Theory indicates that productive collaboration involves groups using three modes of regulation: self-regulation, co-regulation, and socially shared regulation. Despite research demonstrating the occurrence of all three modes in collaboration, it is unclear how these modes interact and how co-r...
2 CitationsSource
#1Allyson F. HadwinH-Index: 30
#2Sarah K. DavisH-Index: 8
Last. Philip H. WinneH-Index: 68
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1 CitationsSource
#1Allyson F. Hadwin (UVic: University of Victoria)H-Index: 30
#2Susanne P. LajoieH-Index: 29
Last. Todd MilfordH-Index: 9
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Self-regulation of learning (SRL) involves students controlling of their own cognition, behaviour, emotions and motivation through metacognitive awareness of their conditions and situations (Winne & Hadwin, 1998). While this self-reflective process is argued to be adaptive, students may also exhibit maladaptive responses through poorly orchestrated SRL skills. What is considered maladaptive, however, may be relative to one’s goal; the same behaviour can be adaptive in one’s current context but m...
#1Allyson F. Hadwin (UVic: University of Victoria)H-Index: 30
#2Aishah Bakhtiar (UVic: University of Victoria)H-Index: 5
Last. Mariel Miller (UVic: University of Victoria)H-Index: 8
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Difficulties with planning, such as negotiating task understandings and goals, can have a profound effect on regulation and task performance when students work collaboratively (Miller and Hadwin, Computers in Human Behaviour, 52, 573-588, 2015a). Despite planning being a common challenge, teams often fail to identify strategies for addressing those challenges successfully. The purpose of this study was to examine the effect of team planning support in the form of awareness visualizations (quanti...
28 CitationsSource
#1Sanna JärveläH-Index: 60
#2Allyson F. HadwinH-Index: 30
Last. Mariel MillerH-Index: 8
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13 CitationsSource
#1Aishah Bakhtiar (UVic: University of Victoria)H-Index: 5
#2Elizabeth A. Webster (UVic: University of Victoria)H-Index: 4
Last. Allyson F. Hadwin (UVic: University of Victoria)H-Index: 30
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Collaboration in an online environment can be a socially and emotionally demanding task. It requires group members to engage in a great deal of regulation, where favourable emotions need to be sustained for the group’s productive functioning. The purpose of this cross-case analysis was to examine the interplay of two groups’ regulatory processes, regulatory modes, and socio-emotional interactions that contribute to or are influenced by emotions and socio-emotional climate perceived in the group....
35 CitationsSource