​

Kapil, M., & Hadwin, A. (2026). Setting the stage for learning and student success: an integrated framework linking stress, mental health, and self-regulated learning. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1714552  

 

Bernusky*, H. C. R., Carusone, J. M., David, J., Lynch, S. J., Battaglia, A. M., Conrod, P. J., Yunus, F. M., Thompson, K. D., Krank, M. D., Hadwin, A. F., Stewart, S. H., & Keough, M. T. (2026). Examining the factor structure of the Substance Use Risk Profile Scale (SURPS) in emerging adults: An exploratory structural equation modeling approach. Psychological Assessment. doi:10.1037/pas0001450 

 

Wu, M.Q., Hadwin, A.F, Won, S., & Rostampour, R. (in press). Measuring Self-Regulated Learning for Chinese International and Canadian Domestic Undergraduate Students in Canada. Journal of Psychoeducational Assessment, XX, XX, doi: 0.1177/07342829251409015   

 

Kapil, M., Rostampour, R., Hadwin, A., Miller, M., & Lawrence, B. (2025). Supporting Student Success with the “Stress Stories Project” Pilot Intervention Study: An Integrated Approach to Regulating Stress and Enhancing Learning Management to Support Flourishing at School. Canadian Journal of School Psychology, 0(0). https://doi.org/10.1177/08295735251395628. 

 

Bernusky, H. C. R., Cline, M., Romero-Sanchiz, P., Tibbo, P. G., Conrod, P. J., Yunus, F. M., Keough, M. T., Thompson, K. D., Krank, M. D., Hadwin, A. F., & Stewart, S. H. (2025). Emotional psychopathology and coping cannabis use motives are involved in the link between anxiety sensitivity and adverse cannabis-related outcomes in Canadian emerging adults. Substance Use & Misuse, 1–11. doi:10.1080/10826084.2025.2570501 

 

Hohn, L.A., Lambe, L.J, Conrod, P., Hadwin, A., Keough, M., Krank, M., Thompson, K., and Stewart, S.H. (2025). Do Risky Drinking and Cannabis Use Motives Mediate the Links Between Bullying Involvement and Substance Use Harms Among Emerging Adults? Journal of School Violence. https://doi.org/https://doi-org.libproxy.stfx.ca/10.1080/15388220.2025.2509893 

 

Wu, M.Q., Sukhawathanakul, P., Hadwin, A.F., Thompson,K., Conrod, P.J., Keough, M. T., Krank, M., & Stewart, S.H. (2025). Distress-prone personality traits, mental well-being, and academic engagement among emerging adults across five Canadian universities. Current Psychology, 44, 8675–8689 (2025). https://doi.org/10.1007/s12144-025-07777-0  

 

Kapil, M., Rostampour, R., Hadwin, A., Miller, M., & MacDonald, S. (2025). Mental Health and Foundational Academic Behaviours: Pieces of the Academic Success Puzzle. Canadian Journal of Higher Education, 55(2), 75–93. https://doi.org/10.47678/cjhe.v55i2.190351 

 

Hadwin, A. F., Rostampour, R., & Winne, P.H. (2025). Advancing Self-Reports of Self-Regulated Learning: Validating New Measures to Assess Students’ Beliefs, Practices, and Challenges. Educational Psychology Review, 37 (8)  https://doi.org/10.1007/s10648-024-09977-9   

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Moreno, M., Patino Melo, L., Grewal, K., Pekrun, R., Lajoie, S.P., Wiseman, J., Hadwin, A., Brydges, R., Fried, G.M., Sun, N., Khalil, E., Azher, S., & Harley, J.M. (2025). The Role of Leadership in Medical Trainee Team-Regulation Dynamics in Crisis Resource Management (CRM) Simulation Education. European Journal of Psychology in Education, 40, 27 (2025). https://doi.org/10.1007/s10212-024-00925-3  

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Cieslik, V. V., Sukhawathanakul, P., Rostampour, R., Wu, M. Q., Hadwin, A. F., Stewart, S. H., Thompson, K., Keough, M. T., Krank, M., Conrod, P. J., Castellanos-Ryan, N., & Winne, P. (2025). Exploring associations between substance use, self-regulated learning practices, and academic challenges at five Canadian universities. Journal of College Student Retention: Research, Theory & Practice, 0(0). https://doi.org/10.1177/15210251241299790 

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Miller, M., & Hadwin, A. F. (2024). Comparing the effectiveness of CSCL scripts for shared task perceptions in socially shared regulation of collaborative learning. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-024-09434-3  

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Järvelä, S., & Hadwin, A. (2024). Triggers for self-regulated learning: A conceptual framework for advancing multimodal research about SRL. Learning and Individual Differences, 115, 102526-. https://doi.org/10.1016/j.lindif.2024.102526  

 

Bahena Olivares, L. M., Rostampour, R., & Hadwin, A. F. (2024). Modelling the unique contributions of task understanding to academic challenges and performance. Metacognition and Learning, 19(3), 1215–1236. https://doi.org/10.1007/s11409-024-09402-0  

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Kapil, M., Rostampour, R., & Hadwin, A. (2024). Coping Self-Efficacy and Stress Mindset as Predictors of Student Success Outcomes. Journal of Postsecondary Student Success, 4(1), 147–172. https://doi.org/10.33009/fsop_jpss135208  

 

Kaser, A. C., Lambe, L. J., Yunus, F. M., Conrod, P. J., Hadwin, A. F., Keough, M. T., Krank, M. D., Thompson, K., & Stewart, S. H. (2024). Bullying Prevalence and Associations with Mental Health Problems Among Canadian Undergraduates During the COVID-19 Pandemic. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-024-00257-2  

 

Lambe, L. J., Hohn, L. A., Sukhawathanakul, P., Conrod, P. J., Hadwin, A., Keough, M. T., Krank, M., Thompson, K., & Stewart, S. H. (2024). Personality Traits and Links between Bullying, Emotional Distress, and Substance Use among Emerging Adults. International Journal of Mental Health and Addiction. https://doi.org/10.1007/s11469-024-01401-1  

 

Bernusky, H. C. R., Tibbo, P. G., Conrod, P. J., Yunus, F. M., Keough, M. T., Thompson, K. D., Krank, M. D., Hadwin, A. F., & Stewart, S. H. (2024). Do anxiety symptoms and coping motives serially mediate the association between psychotic-like experiences and cannabis-related problems in undergraduate recent cannabis users? Addictive Behaviors, 151, 107937-. https://doi.org/10.1016/j.addbeh.2023.107937  

 

Yunus, F. M., Standage, C., Walsh, C., Lockhart, P., Thompson, K., Keough, M., Krank, M., Hadwin, A., Conrod, P. J., & Stewart, S. H. (2024). High peak drinking levels mediate the relation between impulsive personality and injury risk in emerging adults. Injury Epidemiology,11(1), 1–14. https://doi.org/10.1186/S40621-024-00487-4 

 

Wu, M. Q., Cieslik, V. V., Askari, S., Hadwin, A. F., & Hood, M. (2024). Measuring the Complexity of Self-Regulated Learning and Academic Challenges for Adolescents in Canada. Journal of Psychoeducational Assessment, 42(3), 293–307. https://doi.org/10.1177/07342829231221851 

 

Hood, M., Sukhawathanakul, P., Hadwin, A. F., Rostampour, R. (2023). COVID-19 Fatigue and Middle School Students’ Engagement and School Aversion: The Mediational Roles of Emotion Regulation and Perceptions of School Climate. Youth, 3(4), 1378-1390. https://doi.org/10.3390/youth3040086 

 

Bernusky, H., Tibbo, P., Conrod, P., Yunus, F., Keough, M., Thompson, K., Krank, M., Hadwin, A., & Stewart, S.H. (2023).  Do anxiety symptoms mediate the association between cannabis use frequency and psychotic-like experiences in emerging adult undergraduates? Canadian Journal of Psychiatry, 68, 860-869.  https://doi.org/10.1177/07067437231176900 

 

Järvelä, S., Nguyen, A. & Hadwin, A. F. (2023). Human and AI collaboration for socially shared regulation in learning. British Journal of Educational Technology, 54(5), 1057-1076. https://doi.org/10.1111/bjet.13325  

 

Sukhawathanakul, P., Hadwin, A. F., Rostampour, R., Bahena Olivares, M., & Shostak, K. (2024). Studying Under Stress:

The Effect of COVID-19 Psychological Distress on Academic Challenges and Performance of Post-Secondary Students. Journal of College Student Retention: Research, Theory & Practice, 26(2), 567-580. https://doi.org/10.1177/15210251221104245 

 

Hadwin, A.F., Sukhawathanakul, P., Rostampour, R., Bahena Olivares, M. (2022). Do Self-regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and Covid Distress on Academic Performance During Online Learning? Frontiers in Psychology, 13, 813529–813529. https://doi.org/10.3389/fpsyg.2022.813529 

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Bakhtiar, A., & Hadwin, A. F. (2021). Motivation from a self-regulated learning perspective: Application to school psychology. . Canadian Journal of School Psychology, , 82957352110546. https://doi.org/10.1177/08295735211054699

 

Hadwin, A. F. (2021). Commentary and future directions: What can multi-modal data reveal about temporal and adaptive processes in self-regulated learning? Learning and Instruction, 72,101287. https://doi.org/10.1016/j.learninstruc.2019.101287

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Davis, S. K. & Hadwin, A. F. (2021). Exploring differences in psychological well-being and self-regulated learning in university student success. Frontline Learning Research, 9(1), 30-43. https://doi.org/10.14786/flr.v9i1.581

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Edwards, R., Davis, S., Hadwin, A. F., & Milford, T. M. (2020). Exploring student engagement factors in a blended undergraduate course. The Canadian Journal for the Scholarship of Teaching and Learning, 11(3), 1-22. https://doi.org/10.5206/cjsotl-rcacea.2020.3.8293  

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Davis, S. K., Edwards, R. L., Hadwin, A. F., & Milford, T. (2020). Using prior knowledge and student engagement to understand student performance in an undergraduate learning-to-learn course. International journal for the Scholarship of Teaching and Learning, 14(2) https://doi.org/10.20429/ijsotl.2020.140208.

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Bakhtiar, A. & Hadwin, A. F. (2020) Dynamic Interplay between Modes of Regulation During Motivationally Challenging Episodes in Collaboration. Frontline Learning Research, 8(2), 1-24. doi: 10.14786/fir.v8i2.561

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Hadwin, A.F., Bakhtiar, A., & Miller, M. (2018). Challenges in An Online Collaboration: Effects of Scripting Shared Task Perceptions. International Journal of Computer-Supported Collaborative Learning, 13(3), 301-329. doi: 10.1007/s11412-018-9279-9

Bakhtiar, A., Webster, E., & Hadwin, A.F. (2018). Regulation and socio-emotional interactions in a positive and a negative group climate. Metacognition and Learning, 1-34, doi: 10.1007/s11409-017-9178-x.

McCardle, L., Webster, E.A., Haffey, A., Hadwin, A.F. (2017). Examining students’ self-set goals for self-regulated learning: Goal properties and patterns. Studies in Higher Education, 42(11), 2153-2169. https://doi.org/10.1080/03075079.2015.1135117.

Hsu, Y. S., Iannone, P., She, H. C., & Hadwin, A. (2016). Preface for the IJSME Special Issue: Metacognition for Science and Mathematics Learning in Technology-Infused Learning Environments. International Journal of Science and Mathematics Education, 14(2), 243-248.

Hsu, Y. S., Iannone, P., She, H. C., Hadwin, A. F., & Yore, L. D. (2016). Epilogue for the IJSME special issue: Metacognition for science and mathematics learning in technology-infused learning environments. International Journal of Science and Mathematics Education, 14(2), 335-344.

Järvelä, S., Kirschner, P. A., Hadwin, A., Järvenoja, H., Malmberg, J., Miller, M., & Laru, J. (2016). Socially shared regulation of learning in CSCL: Understanding and prompting individual-and group-level shared regulatory activities. International Journal of Computer-Supported Collaborative Learning, 11(3), 263-280.

Järvelä, S., & Hadwin, A. (2015). Promoting and researching adaptive regulation: New Frontiers for CSCL research. Computers in Human Behaviour, 52, 559-561.

McCardle, L., & Hadwin, A. F. (2015). Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning. Metacognition and Learning, 10(1), 43-75.

Miller, M., & Hadwin, A. F. (2015). Scripting and awareness tools for regulating collaborative learning: Changing the landscape of support in CSCL. Computers in Human Behaviour, 52, 573-588.

Webster, E. A., & Hadwin, A. F. (2015). Emotions and emotion regulation in undergraduate studying: Examining students’ reports from a self-regulated learning perspective. Educational Psychology, 35(7), 794-818. doi: 10.1080/01443410.2014.895292

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Hadwin, A. F., & Webster, E. A. (2013). Calibration in goal-setting: Examining the nature of judgments of confidence. Learning and Instruction, 24, 37-47. doi:10.1016/j.learninstruc.2012.10.001

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Järvelä, S., Järvenoja, H., Malmberg, J., & Hadwin, A.F. (2013). Exploring socially shared regulation in the context of collaboration. Journal of Cognitive Education and Psychology, 12(3), 267-286

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Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39. doi:10.1080/00461520.2012.748006

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Hadwin, A. F. (2013). Response to Vassallo’s claims from a historically situated view of self-regulated learning as adaptation in the face of challenge. New Ideas in Psychology, 31, 212-215. doi: 10.1016/j.newideapsych.2012.05.001

 

Hadwin, A.F., & Järvelä, S. (2011). Introduction to a special issue on social aspects of self-regulated learning: Where social and self meet in the strategic regulation of learning. Teachers College Record, 113(2), 235-239. Retrieved from http://www.tcrecord.org/

 

Hadwin, A.F., & Oshige, M.  (2011). Self-regulation, co-regulation, and socially-shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113(2), 240-264. Retrieved from http://www.tcrecord.org/
 

Gress, C. L. Z., & Hadwin, A. F. (2010). Advancing educational research on collaboration through the use of gStudy computer-supported collaborative learning (CSCL) tools: Introduction to special issue. Computers in Human Behavior, 26, 785-786.
 

Hadwin, A. F., Oshige, M., Gress, C. L. Z., & Winne, P. H. (2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior, 26, 794-805. 
 

Gress, C. L. Z., Fior, M., Hadwin, A. F., & Winne, P. H. (2010). Measurement and assessment in computer supported collaborative learning. Computers in Human Behavior, 26, 806-814. 
 

Morris, R., Hadwin, A. F., Gress, C. L. Z., Fior, M., Church, H., & Winne, P. H. (2010). Designing roles, scripts, and prompts to support CSCL in gStudy. Computers in Human Behavior, 26, 815-824.
 

Kumar, V., Gress, C. L. Z., Hadwin, A. F., & Winne, P. H. (2010). Assessing process in CSCL: An ontological approach. Computers in Human Behavior, 26, 825-834.
 

Winne, P. H., Hadwin, A. F., & Gress, C. L. Z. (2010). The learning kit project: Software tools for supporting and researching regulation of collaborative learning. Computers in Human Behavior, 26, 787
 

Zwicker, J. G., & Hadwin, A. F. (2009). Cognitive versus multisensory approaches to handwriting intervention: A randomized controlled trial. Feature Article: Occupational Therapy Journal of Research: Occupation, Participation and Health., 29, 40-48. [peer-reviewed journal]
 

Hadwin, A. F., Nesbit, J. C., Jamieson-Noel, D., Code, J., & Winne, P. H. (2007). Examining trace data to explore self-regulated learning. Metacognition and Learning, 2, 107-124.
 

Nesbit, J. C., Winne, P. H., Jamieson-Noel, D., Code, J., Zhou, M., MacAllister, K., Bratt, S., Wang, W., & Hadwin, A. F. (2006). Using cognitive tools in gStudy to investigate how study activities covary with achievement goals. Journal of Educational Computing Research, 35, 339-358.
 

Winne, P. H., Nesbit, J. C., Kumar, V., & Hadwin, A. F., Lajoie, S.P., Azevedo, R., & Perry, N.E. (2006). Supporting self-regulated learning with gStudy software: The Learning Kit project. Technology, Instruction, Cognition and Learning, 3, 105-113. [International interdisciplinary peer-reviewed journal of structured learning]
 

Hadwin, A. F., Wozney, L., & Pontin, O. (2005). Scaffolding the appropriation of self-regulatory activity: A socio-cultural analysis of changes in teacher-student discourse about a graduate student portfolio. Special Issue of Instructional Science, 33, 413-450. [Impact factor of .659-International peer-reviewed journal with Kluwer Academic Publishing]
 

Azevedo, R., & Hadwin, A.F. (2005). Introduction to special issue: Scaffolding self-regulated learning and metacognition: Implications for the design of computer-based scaffolds. Instructional Science e, 33, 367-379. [Impact factor of .659-International peer-reviewed journal with Kluwer Academic Publishing]
 

Hadwin, A. F., Winne, P. H., & Nesbit, J. C. (2005). Annual review: Roles for software technologies in advancing research and theory in educational psychology [Invited Annual Review Article]. British Journal of Educational Psychology, 75, 1-24. [Impact factor of .915-International peer-reviewed journal listed in the top 20 of journals in Educational Psychology]
 

Hadwin, A. F., Boutara, L., Knoetze, T., & Thompson, S. (2004). Cross case study of self-regulation as a series of events. Educational Research and Evaluation, 10, 365-418. [International peer-reviewed journal on theory and practice]
 

Hadwin, A.F., & Winne, P.H. (2001). Co-NoteS2: A software tool for promoting self-regulation and collaboration. [Special issue on Educational Technology]. Educational Research and Evaluation, 7 (2-3), 313-334. [International peer-reviewed journal on theory and practice]
 

Hadwin, A.F., Winne, P.H., Stockley, D. B., Nesbit, J., & Woszczyna, C. (2001). Context moderates students’ self-reports about how they study. Journal of Educational Psychology, 93, 477-487. [Impact factor of 1.689-International peer-reviewed journal considered to be a premiere journal in educational psychology]
 

Hadwin, A. F., Kirby, J. R., & Woodhouse, R. A. (1999). Notetaking and summarization: Individual differences and recall of lecture material. Alberta Journal of Educational Research, 45, 1-17. [national peer-reviewed journal]
 

Hadwin, A. F., & Winne, P. H. (1996). Study strategies have meager support: A review of recent research on study skills in higher education. Journal of Higher Education, 67, 692-715. [Impact factor of .593-considered a leading peer-reviewed scholarly journal on the institution of higher education]