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The British Journal of Educational Psychology|August 10, 2017
Theorizing and researching levels of processing in self-regulated learningPhilip H WinneAnnual Review of Psychology|July 7, 2009
The psychology of academic achievementPhilip H Winne, John C NesbitThe British Journal of Educational Psychology|February 27, 2009
Modern psychometrics for assessing achievement goal orientation: a Rasch analysisKrista R Muis, Philip H Winne, Ordene V EdwardsThe British Journal of Educational Psychology|April 7, 2007
Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventoriesKrista R Muis, Philip H Winne, Dianne Jamieson-NoelThe British Journal of Educational Psychology|April 16, 2005
Roles for software technologies in advancing research and theory in educational psychologyAllyson F Hadwin, Philip H Winne, John C NesbitCognitive Science|January 21, 2026
The (Un)Conscious Learner: How Meta-Awareness Influences Self-Regulated Learning and Mitigates Task-Unrelated ThoughtsDaniel Ebbert, Caitlin Mills, Philip H Winne, et al.Pageof 1