Congratulations to Dr. Allyson Hadwin!

At this year’s Canadian Society for the Study of Education (CSSE) Conference, Dr. Allyson Hadwin was awarded the Canadian Committee of Graduate Students in Education (CCGSE) Mentorship Award. This award is given annually to one faculty member who is nominated by a combination of faculty and current and past graduate students. Dr.Hadwin was more than deserving of this award – as she continually supports her graduate students in a plethora of ways, through promoting critical thinking, encouraging publication writing, and being there when the tolls of graduate school catch up to us all. Furthermore, Dr. Hadwin originally established this award when she was president of CCGSE – which makes it all the more fitting that she has received the award this year!

Congratulations Dr. Hadwin!




Certificate for Highly Cited Research

Dr. Allyson Hadwin and Elizabeth Webster recently received a certificate for highly cited research for their article “Calibration in goal setting: Examining the nature of judgments of confidence”. This article was published in 2013 in Learning and Instruction. Congratulations!

Article Abstract:

This study examined the nature of confidence judgments associated with personal goal setting during undergraduate studying episodes. Calibration was examined between paired judgments of confidence and self-evaluations of goal attainment made over nine consecutive weeks. Participants were 170 students enrolled in a first-year undergraduate course designed to promote self-regulated learning. Learners completed nine weekly Personal Planning Tools in which they (a) set a personal academic goal for university studying in the upcoming week, (b) judged their confidence for attaining that goal (JOC), and (c) self-evaluated their success in attaining that goal after the study episode. Multilevel linear modeling indicated that (a) JOCs were better calibrated with self-evaluations of current goal attainment than past goal attainment, (b) calibration did not improve over the nine weeks, but learners did become less overconfident, and (c) learners who were performing better at university tended to be better calibrated.


Summer School of Motivation & Emotion 2016

Between Aug 21 and 23, two doctoral students from our lab (Aishah Bakhtiar and Sarah Davis) had the lovely opportunity of attending the 6th Summer School of Motivation and Emotion, organized by the International Conference of Motivation. The summer school took place in a beautiful suburb of Thessaloniki, Greece (next to the beach!). While there, both students worked alongside experts in the field and talented peers from around the globe. The combination of great company, atmosphere, and the Greek hospitality made the experience an unforgettable one!


Congratulations Dr. Mariel Miller!

Pictured above (from left to right): Dr. Mariel Miller, Dr. Allyson Hadwin and Dr. Deborah Butler

We are excited to announce that Dr. Mariel Miller has received the G.M. Dunlop Distinguished Contribution Award for her doctoral dissertation, titled Leveraging CSCL Technology to Support and Research Shared Task Perceptions in Socially Shared Regulation of Learning from the Canadian Association for Educational Psychology (CAEP), which is a constituent association of the Canadian Society for the Study of Education (CSSE). With this award, Mariel also traveled to Calgary for this year’s CSSE conference where she presented a poster on her doctoral work at a CAEP social.



The TIE Research Team is so proud of Mariel’s accomplishments and we cannot wait to see what she accomplishes next!



Examining students’ self-set goals for self-regulated learning: Goal properties and patterns

We are excited to share the newest article out of our research lab.

Abstract: Task-specific goals play a critical role in self-regulated learning, yet little research has examined students’ self-set goals for authentic study sessions. We propose high-quality goals that are useful for guiding task engagement and evaluating progress are specific about (a) time, (b) actions, (c) standards, and (d) content. In Study 1, we examined characteristics of students’ self-set goals. Five categories were created to describe students’ goals relative to the features of a high-quality goal. Students rarely included specific information regarding actions, standards, or content. In Study 2, we examined patterns of change in quality of self-set goals across a semester in which students were in a learning-to-learn course. Improvements in goal quality were either inconsistent or non-existent. Implications of vague goals for regulating learning are discussed.

Click to read this article 


McCardle, L., Webster, L., Haffey, A., & Hadwin, A. (2016) Examining students’ self-set goals for self-regulated learning: Goal properties and patterns, Studies in Higher Education. 1-17. doi: 10.1080/03075079.2015.1135117