Citation: Ph. Winne, A METACOGNITIVE VIEW OF INDIVIDUAL-DIFFERENCES IN SELF-REGULATED LEARNING, Learning and individual differences, 8(4), 1996, pp. 327-353
Citation: Af. Hadwin et Ph. Winne, STUDY STRATEGIES HAVE MEAGER SUPPORT - A REVIEW WITH RECOMMENDATIONS FOR IMPLEMENTATION, The Journal of higher education, 67(6), 1996, pp. 692
Citation: Mj. Packer et Ph. Winne, THE PLACE OF COGNITION IN EXPLANATIONS OF TEACHING - A DIALOG OF INTERPRETIVE AND COGNITIVE APPROACHES, Teaching and teacher education, 11(1), 1995, pp. 1-21
Citation: Dl. Butler et Ph. Winne, FEEDBACK AND SELF-REGULATED LEARNING - A THEORETICAL SYNTHESIS, Review of educational research, 65(3), 1995, pp. 245-281
Citation: E. Wood et al., EVALUATING THE EFFECTS OF TRAINING HIGH-SCHOOL-STUDENTS TO USE SUMMARY WHEN TRAINING INCLUDES ANALOGICALLY SIMILAR INFORMATION, Journal of reading behavior, 27(4), 1995, pp. 605-626
Citation: P. Kosonen et Ph. Winne, EFFECTS OF TEACHING STATISTICAL LAWS ON REASONING ABOUT EVERYDAY PROBLEMS, Journal of educational psychology, 87(1), 1995, pp. 33-46
Citation: Ph. Winne et al., EXPLORING INDIVIDUAL-DIFFERENCES IN STUDYING STRATEGIES USING GRAPH-THEORETIC STATISTICS, Alberta journal of educational research, 40(2), 1994, pp. 177-193
Citation: Pm. Fisher et al., GROUP-THERAPY FOR ADULT WOMEN SURVIVORS OF CHILD SEXUAL ABUSE - DIFFERENTIATION OF COMPLETERS VERSUS DROPOUTS, Psychotherapy, 30(4), 1993, pp. 616-624
Citation: D. Howardrose et Ph. Winne, MEASURING COMPONENT AND SETS OF COGNITIVE-PROCESSES IN SELF-REGULATEDLEARNING, Journal of educational psychology, 85(4), 1993, pp. 591-604