Educational Psychology: self-regulated learning, metacognition, motivation, study tactics and learning strategies, adaptive software for researching and promoting self-regulated learning.
- Philip H. Winne earned his PhD in educational psychology from Stanford University in 1976.
- A professor at Simon Fraser University and formerly a 2-term Tier I Canada Research Chair, he researches self-regulated learning, metacognition and learning analytics; and leads a team that develops software technologies to support learning and research those topics. Awarded $12.7M in grants, his research is published in more than 165 scholarly books, articles, book chapters, and refereed proceedings.
- Winne was honored with the Robbie Case Memorial Award for outstanding contributions to educational psychology in Canada, the Barry J. Zimmerman Award for significant contributions to the fields of studying and self-regulated learning research and the Mentorship Award for a member of the Canadian Society for the Study of Education who supports and encourages graduate students in education and for valuable contributions as a mentor in educational research.
- He is a Fellow of the Canadian Psychological Association, the American Educational Research Association, the American Psychological Association, and the Association for Psychological Science.
- He has served as President of the Canadian Educational Researchers’ Association, the Canadian Association for Educational Psychology, and Division 15–Educational Psychology of the American Psychological Association.
- Winne previously co-edited the Handbook of Educational Psychology (2nd ed.) and the field-leading journal Educational Psychologist.