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.
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.
Sarah Davis, PhD student in the TIE Lab, recently interviewed Dr. Hadwin about her career, research interests, and advice for graduate students as a part of the “Conversations with Productive Scholars” video series presented by the Studying and Self-Regulated Learning AERA SIG.
From August 15 to 17, Aishah Bakhtiar, Elizabeth Webster, and Sarah Davis attended the International Conference on Motivation in Aarhus, Denmark.
Following is a list of work in which we were a part of:
- Bakhtiar, A., Hadwin, A.F., & Jarvenoja, H. (2018, August). Contextual differences of students’ motivation regulation strategies in a semester-long collaborative project. Paper to be presented at the International Conference on Motivation. Aarhus, Denmark.
- Kurki, K., Järvenoja, H., Törmänen, T., Bakhtiar, A., & Järvelä S. (2018, August). Emotion Regulation in collaboration: Combining individual emotional experiences and group level regulation. Paper presented as part of Processes Matter? Exploring the Role of Motivation and Emotions in the Process of Learning Symposium at the 2018 biannual meeting of the International Conference on Motivation. Aarhus, Denmark.
- Webster, E., Hadwin, A. F., & Davis, S. K. (2018, August). Planning and emotion regulation during collaborative tasks. Paper presented as part of Processes Matter? Exploring the Role of Motivation and Emotions in the Process of Learning Symposium at the 2018 biannual meeting of the International Conference on Motivation. Aarhus, Denmark.
- Davis, S. K., Hadwin, A. F., & Edwards, R. L. (2018, August). Self-regulated learning and mental health in university students. Poster presented at the 2018 biannual meeting of the International Conference on Motivation. Aarhus, Denmark.
Althought the program was shorter than in 2016, we all enjoyed catching up with old research friends and meeting new ones! Overall, the conference included discussions on current methological advances and challenges, and calling for more interdisciplinary work to study motivation, emotions, and self-regulation of learning.
Lizz Webster, Aishah Bakhtiar, Nikki Lobczowski (Jeff Green UNC lab), & Kayley Lyons (Jeff Green UNC lab)
Inspiring motivation and emotion researchers
Sarah Davis (left) presenting her work
Starting in September 2018, we will be welcoming Sarah Greco into the TIE lab!
Sarah is a first year MA candidate in Educational Psychology at the University of Victoria. She recently graduated from Queen’s University with a BA Honours in Psychology, and a minor in English Literature. She also obtained a Certificate in Business at the Smith School of Business during her time at Queen’s. Currently, Sarah is interested in researching how learning strategies and self-regulation can affect students’ achievement of learning outcomes.
Starting in September 2018, we will be welcoming Ramin Rostampour into the TIE lab!
Ramin has a Master’s degree in General Psychology. As an educational psychologist, he is broadly interested in adopting unified approaches to psychology and integrated personality theories to know how individual differences in behavior, cognition, motivation, and emotion affect various aspects of learning. Particularly, he is curious to understand how cognitive and meta-cognitive strategies can help learners regulate their psychological resources with respect to demands of the tasks and of learning environments. He also aims to employ psycho-education to foster adaptive regulatory strategies in learners via reforming their internal psychological working models.