Philip H. Winne is a professor of educational psychology and Canada Research Chair in Self-Regulated Learning and Learning Technologies at Simon Fraser University. Winne has made significant contributions to research on self-regulated learning. He is the principal investigator of the Learning Kit Project, which has developed educational software founded on principles of self-regulated learning.
Before earning a PhD from Stanford University in 1976, Winne received undergraduate and masters degrees from Bucknell University. He has served as co-editor of the Educational Psychologist and associate editor of the British Journal of Educational Psychology. Winne has authored (or co-authored) over 70 peer-reviewed journal articles, over 30 book chapters, and 5 books including an introductory textbook on educational psychology that is widely used in Canada (Woolfolk, Winne, & Perry, 2006).
Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2006). Educational psychology (3rd Canadian ed). Toronto: Pearson.
Alexander, P. A., & Winne, P. H. (Eds). (2006). Handbook of educational psychology (2nd ed). Mahwah, NJ: Lawrence Erlbaum Associates.
Winne, P. H. (2006). How software technologies can improve research on learning and bolster school reform. Educational Psychologist, 41, 5–17.
Lodewyk, K., & Winne, P. H. (2005). Relations between the structure of learning tasks, achievement, and changes in self efficacy in secondary students. Journal of Educational Psychology, 97, 3-12.
Winne, P. H. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33, 559-565.
Winne, P. H. (2005). Key issues in modeling and applying research on self-regulated learning. Applied Psychology: An International Review, 54, 232-238.
Winne, P. H. (2004). Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments. International Journal of Educational Research, 41, 466-488.
Winne, P. H. (2004). Theoretical and methodological challenges when researching motivation in context. European Psychologist, 9, 257-263.
Winne, P. H. (2004). Putting volition to work in education. Teachers College Record, 106, 1879-1887.
Perry, N. E. & Winne, P. H. (2001). Individual differences and diversity. In L. Corno (Ed.), Yearbook of the National Society for the Study of Education: Vol. 100, Part 1. Education across a century: The centennial volume (pp. 100–139). Chicago: National Society for the Study of Education.
Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed, pp. 153–189). Mahwah, NJ: Lawrence Erlbaum Associates.
Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). Orlando, FL: Academic Press.