Dr. Allyson Hadwin
I am an Associate 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
Elizabeth (Lizz) Webster (PhD Candidate)
Lizz is a PhD candidate in Educational Psychology. Lizz obtained her BA in Psychology from the University of Waterloo. Her Masters research examined the emotions university students experienced as well as how they regulated those emotions during independent studying.Her interests lie in the area of self-regulated learning, with a specific focus on emotion regulation in both individual and collaborative contexts. Her doctoral research extends this work to investigate emotion regulation during computer-supported collaborative learning tasks.
Aishah Bakhtiar (PhD Candidate)
Aishah Bakhtiar is a PhD Candidate in Educational Psychology at University of Victoria, Canada. She obtained her Masters’ degree in Developmental Psychology at Memorial University of Newfoundland. While there, she was involved in research surrounding the developmental aspects of mathematical cognition and interests in mathematics. Her current PhD research extends her interest in academic motivation; her doctoral research examine learners’ regulation of motivation and emotions in the context of collaborative learning. In that work, she aims to (a) develop a theoretical framework that describes the process of regulating motivation and emotions in situ, (b) contextualize learners’ choices of motivation regulation strategies, and (c) capture the dynamic transactions that take place as learners are regulating as a team. Aishah’s CV
Sarah Davis (PhD Student)
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. Her doctoral research examines how students leverage self-regulated learning to optimize their mental health during academic tasks. Click here to view Sarah’s CV.
Shayla Starcheski (MA Candidate)
Shayla is in the second year of her MA in Educational Psychology. She received her BA from the University of Nevada, Reno in Psychology, but her minor in Human Development & Family Studies spiked her interest in education and she decided to pursue those interests at UVic. Shayla’s research is focused on examining the reasoning behind learners choices regarding collaborative support, specifically using group roles.
Becca Edwards (MA Candidate)
Rebecca is a second year MA student in Educational Psychology. She graduated from Tufts University with a BSci in Psychology with a minor in Child Development. After graduating, she spent several years teaching kindergarten/preschool and then interning in school psychology. Rebecca is excited to be pursuing her MA and investigating mental models.
Annie Wu (MA Candidate)
Annie is a first year MA candidate in Education Psychology. She obtained her BA Honors 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-regulations, with a special focus on how cultures may have impacts on them.
Jiexing is a second 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.
Graduate Student Alumni:
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.