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.


TIE Lab at the International Conference on Motivation in Aarhus

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)



hanna et al.jpg

Inspiring motivation and emotion researchers




Sarah Davis (left) presenting her work


New Student Profile: Sarah Greco

Starting iSarah Grecon 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.

New Article: Challenges in Online Collaboration

We are pleased to inform our readers about our newly published article:

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This paper was written by Hadwin, Bakhtiar, & Miller and can be downloaded at this link!

Article Abstract:

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 chal– lenges successfully. The purpose of this study was to examine the effect of team planning support in the form of awareness visualizations (quantified, nominal, and no visualization of individual planning perceptions summarized across group members) on the challenges students face during collaboration, and the ways they report regulating in the face of those challenges. Findings revealed differences across conditions. Individuals in the no visualization condition (a) rated planning as more problematic, and (b) were likely to encounter doing the task, checking progress, and group work challenges when they encounter planning challenges, (c) reported more time and planning main challenges compared to doing the task and group work chal- lenges, and (d) reported that planning strategies (adopted as a team) were most effective for addressing planning challenges, followed by teamwork strategies which were less effective. In contrast, individuals belonging to groups who received one of the two visualizations (a) reported that both planning and teamwork strategies to be equally effective for addressing planning challenges, and (b) reported higher levels of success with their strategies than groups without a visualization support. Findings attest to the importance of supporting group planning with planning visualizations.

New Student Profile: Ramin Rostampour


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.