Dr. Allyson Hadwin
I am a Professor in Educational Psychology at the University of Victoria and co-director of the Technology Integration and Evaluation (TIE) research lab. My research focuses on the social aspects of self-regulated learning, as well as the ways technologies can support self, shared-regulation and co-regulation . Our model of self-regulated learning (Winne & Hadwin, 1998) frames much of my work. I use multiple methodologies to explore the dynamic and social nature of regulated learning as it evolves over time and through interaction with others. I supervise a dynamic team of graduate students who constantly challenge me and create wonderful spaces for collaboration.
Dr. Allyson Hadwin
Associate Professor and TIE co-director
Department of Educational Psychology
University of Victoria
Current Graduate Students:
Sarah Davis (PhD Candidate)
Click here to view Sarah’s CV and Teaching Dossier
Prior to joining the TIE lab in 2015, Sarah worked as a teacher and school counsellor in private and public schools in both rural and urban settings in Canada, the US, and England. These rich experiences contributed to her research interests in self-regulated learning, mental health, learning analytics, and measurement and evaluation. As a PhD Candidate, her SSHRC-funded doctoral research examines the interplay of SRL, mental health, and student success at university.
Ramin Rostampur (PhD Candidate)
Meg Kapil (PhD Candidate)
Annie Wu (MA Candidate)
Annie is a third year MA candidate in Education Psychology. She obtained her BA Honours in Psychology with a minor in Philosophy at University of Victoria. Also, she received a diploma in Intercultural Education at UVic at the same time. Prior to joining the TIE lab, Annie worked as an Activity Coordinator at a residential care centre to plan and design all kinds of activities for seniors. Her research interests lie in the area of social and emotional self-regulation, with a special focus on how cultures may impact them.
Jiexing (Estelle) Hu (MA Candidate)
Jiexing is a third year MA candidate in Educational Psychology. She graduated from East China Normal University with a BS in Psychology. Jiexing now has a research interest in first-year undergraduate students’ collaborative learning processes, challenges they might meet, and the regulatory strategies they use in these procedures.
Alex Warrington (MA Candidate)
Sarah Greco (MA Candidate)
Hager Yousif (MA Candidate)
Jeanette Wu (MEd Candidate)
Graduate Student Alumni:
Aishah Bakhtiar, PhD
Dissertation (2019): Regulating self, others’, and group motivation in online collaboration
Elizabeth Webster, PhD
MA Thesis (2010): The emotional experiences of university students: Exploring the role of achievement emotions in self-regulated learning
Dissertation (2019): Regulating emotions in computer-supported collaborative problem-solving tasks
Rebecca Edwards, MA
MA Thesis (2018): Exploring novice engineers’ mental models of collaboration and engineering design
Shayla Starcheski, MA
MA Thesis (2017): Exploring the strategic potential of roles for collaboration
Yushu Huang, MA
MA Thesis (2017): An SRL comparison of Canadian-domestic and Chinese-international students’ transition to university
Mariel Miller, PhD
MA Thesis (2009): Predicting university students’ performance of a complex task: does task understanding moderate the influence of self-efficacy?
Dissertation (2015): Leveraging CSCL technology to support and research shared task perceptions in socially shared regulation of learning
Lindsay McCardle, PhD
Dissertation (2015): Self-regulated learning in and across sport and academic domains
Maryi Arciniegas Méndez, M.Sc.
Thesis (2016): Regulation in Software Engineering
Stephanie Helm (MA)
Thesis (2012): An Exploration of elementary students’ task understanding: how do young students understand the school activities they are assigned?
Amy Gendron (MA)
Thesis (2011): Active procrastination, self-regulated learning and academic achievement in university undergraduates.
Rachel Morris (MA)
Thesis (2008): The effectiveness of roles, scripts and prompts in promoting reading comprehension during computer-supported collaborative learning.