Welcome, Dr. Sungjun Won!


We would like to extend a very warm welcome to our new colleague, Dr. Sungjun Won. Dr. Won is an Assistant Professor in the Department of Educational Psychology and Leadership Studies. He earned his PhD in Educational Psychology from the Ohio State University. He studies academic motivation and self-regulated learning. Specifically, his research has focused on two strands. The first strand centers on extending the understanding of motivation and self-regulated learning and their roles in students’ academic success. The second strand focuses on understanding how students’ perceptions of learning and social contexts influence their motivation and engagement in self-regulated learning.  Dr. Won’s Google Scholar

Academic Motivation and Self-regulated learning. Dr. Sungjun Won is currently recruiting M.A. and Ph.D. students who are interested in researching (a) the roles of motivation and self-regulated learning in students’ academic success, (b) social and contextual factors promoting motivational and self-regulatory processes, (c) STEM interest and engagement. Applicants should have interest in learning advanced statistical analysis, including structural equation modeling, multi-level modeling, and/or mixture modeling. Applications for Ph.D. should have a Master’s degree (with thesis) in Psychology, Educational Psychology or a related area. Successful applicants will be considered for a research assistantship and/or a teaching assistantship (teaching an undergraduate course on Learning Strategies for University Success). Applicants will be also considered for University Entrance Scholarships, which are adjudicated by an awards committee based on academic performance. Interested applicants should review the admissions requirements for our PhD program: https://www.uvic.ca/education/psychology/educational-psychology/phd-program/admissions/index.php to ensure they meet requirements for admission, and send a letter of introduction clearly outlining fit with the description above to Dr. Sungjun Won (swon@uvic.ca).


Now recruiting multiple PhD students to join the TIE lab in 2020!

Dr. Hadwin is currently accepting applications for multiple funded PhD student opportunities in the TIE lab beginning in the 2020 academic year. Please click on the following link for more information: https://allysonhadwin.wordpress.com/opportunities/

TIE Lab presentations at EARLI 2019

From August 12 to August 16, 2019, Dr. Allyson Hadwin, Sarah Davis, and Sarah Greco attended the biennial European Association for Research on Learning and Instruction conference at RWTH Aachen University in Aachen, Germany.

The TIE lab presented the following:

Davis, S. K., Hadwin, A. F., Edwards, R. L., & Milford, T. M. (2019, Aug). The role of mental helath in adaptive regulation of learning and student success. Paper presented at the 2019 biannual EARLI conference, Aachen, Germany.

Greco, S., Hadwin, A. F., & Webster, E. (2019, Aug). Solo and group strategies for regulating positive and negative emotions during online collaboration. In N. Lobszowski (chair) Emotion regulation in collaborative learning environments Symposium presented at the 2019 biannual EARLI conference, Aachen, Germany.

Hadwin, A. F., Bakhtiar, A., Miller, M., & Wu, A. (2019, Aug). The dynamic interplay between regulatory modes when regulation motivation in collaboration. In S. Davis (Chair) Self-, co-, and shared regulation: What do they look like in different contexts and why do they matter? Symposium presented at the 2019 biannual EARLI conference, Aachen, Germany.




Congratulations, Becca!

Congratulations to Becca Edwards for receiving the G. M Dunlop Distinguished Contribution Award from the Canadian Association for Educational Psychology (CAEP) for her Master’s thesis entitled: Exploring novice engineers’ mental models of collaboration and engineering design. Becca received the award at the CAEP wine and cheese event at CSSE 2019 in Vancouver.

Becca Award

Congratulations to Sarah Davis!

Congratulations to Sarah Davis, PhD student in the TIE lab in Educational Psychology (EPLS), on winning a Graduate Student Research Award from the American Educational Research Association (AERA) Studying and Self-Regulated Learning special interest group.

Her proposal, “Examining the Interplay between Psychological Well-Being and Self-Regulated Learning around Academic Challenges” was selected in this highly competitive award, which encourages, supports, and acknowledges rigorous research on studying and self-regulated learning conducted by graduate students.