Studying as Self-Regulated Learning

Philip H. Winne; Allyson Fiona Hadwin

doi:10.4324/9781410602350-19

Cited by 1,589Innovative Teaching and Learning MethodsEducational Leadership and InnovationEducational Strategies and Epistemologies

Studying as Self-Regulated Learning

Philip H. Winne, Allyson Fiona Hadwin·1998·Metacognition in Educational Theory and Practice

DOI 10.4324/9781410602350-19

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Abstract

Asked what they are doing as they engage in school-or university-related activities, students might say, “Pm working on my project,” “Pm doing homework,” or, commonly, “Pm studying.” Charting the boundaries of studying is a fuzzy task. Colloquially, the range of activities it encompasses is nearly synonymous with all the activities that probabilistically lead to “a relatively permanent change in cognitive structure.”1 However, several features may distinguish studying from the subsuming category of learning activities. In particular, studying:1. Rarely includes direct or frequent intervention by a teacher. 2. Is often a solo activity, although peer mediation is also common. 3. Often originates with a general goal set by a teacher that the studentsubsequently interprets at the studying session’s outset and refines in a recursive way as studying unfolds.

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Winne and Hadwin's model specified the recursively applied forms of metacognitive monitoring and feedback that change information over time, thus influencing goals, as self-regulated learners engage in an assignment.
“… specified the recursively applied forms of metacognitive monitoring and feedback that change information over time (thus influencing goals) as self-regulated learners engage in an assignment. (p. 203)”
From Developing the theory of formative assessment (2009) · cites this paper as Winne and Hadwin (1998)

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“However. in discussing top-down SR, they do refer to the model of Winne and Hadwin (1998) stating that it: … specified the recursively applied forms of metacognitive monitoring and feedback that change information over time (thus influencing goals) as self-regulated learners engage in an assignment.”
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“…Zimmerman’s cyclical model, Pintrich’s self-regulation framework, and Winne and Hadwin’s information processing model, emphasize the dynamic nature of SRL, highlighting its role in goal setting, self-monitoring, and feedback-based adjustments (Zimmerman, 2011; Pintrich, 2000; Winne & Hadwin, 1998).”

Authors: Winne, P. H., & Hadwin, A. F.
Affiliations: Simon Fraser University (CA)
ORCID: Philip H. Winne
Allyson Fiona Hadwin
Venue: Metacognition in Educational Theory and Practice
Publisher: Routledge
Published: 1998-03-01
Pages: 291-318
DOI: 10.4324/9781410602350-19
OpenAlex: W1775995898
Cited by: 1,589
References: 0
Citations by year: 2026: 12 · 2025: 94 · 2024: 105 · 2023: 107 · 2022: 115 · 2021: 100 · 2020: 140 · 2019: 100 · 2018: 83 · 2017: 88 · 2016: 70 · 2015: 75 · 2014: 71 · 2013: 79 · 2012: 44
FWCI: 8.82
Type: book chapter
Language: en
Open access: closed
Locations: Routledge eBooks (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Educational Leadership and Innovation
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords: student self-regulation, studying, learning strategies

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Studying as Self-Regulated Learning

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