Pillars of SSRL: Researchers

Patricia A. Alexander

Patricia A. Alexander is an educational psychologist who has conducted notable research on the role of individual difference, strategic processing, and interest in students’ learning. She is currently the Jean Mullan Professor of Literacy and Distinguished Scholar/Teacher in the Department of Human Development and Quantitative Methodology in the Faculty of Education at the University of Maryland and a visiting professor at the University of Auckland, New Zealand.

At the University of Maryland, Alexander supervises the Disciplined Reading and Learning Research Lab (DRLRL), dedicated to the study of psychology in teaching and learning. The research of the DRLRL includes the study of academic development, reading and multiple source use, domain learning, relational reasoning, and the role of individual differences in academic performance. The lab is an evolving learning environment that allows students to exchange ideas and conduct original empirical research. Alexander has received national and university-level honors for her mentoring, teaching and research.

Examples of important publications by Alexander:

Alexander (2008). Why This and Why Now? Introduction to the Special Issue on Metacognition, Self-Regulation, and Self-Regulated Learning

Dinsmore, Alexander & Loughlin (2008). Focusing the Conceptual Lens on Metacognition, Self-Regulation, and Self-Regulated Learning


Heidi Andrade

Dr. Heidi Andrade is an Associate Professor of Educational Psychology and the Associate Dean for Academic Affairs at the School of Education, University at Albany, SUNY. Her research and teaching focus on the relationships between learning and assessment, with emphases on formative student self-assessment and self-regulated learning.

Examples of important publications by Andrade:

Andrade & Brooke (2010). Self-Assessment and Learning to Write

Andrade & Du (2007). Student Responses to Criteria-Referenced Self-Assessment

Andrade & Valtcheva (2009). Promoting Learning and Achievement Through Self-Assessment


Roger Azevedo

Roger Azevedo joined NC State in August 2013 as a Chancellor’s Faculty Excellence Program cluster hire in the Digital Transformation of Education. Azevedo, a professor in the Department of Psychology in the area of human factors and ergonomics, examines the role of cognitive, metacognitive, affective and motivational self-regulatory processes during learning with computer-based learning environments. He focuses on understanding complex interactions between humans and intelligent learning systems by using interdisciplinary methods to measure cognitive, metacognitive, emotional and motivational processes and their impact on learning and transfer. To accomplish this goal, he conducts laboratory, classroom, and in-situ (e.g., medical simulator) studies and collects multi-channel data to develop models of human-computer interaction; examines the nature of temporally unfolding self- and other-regulatory processes (e.g., human-human and human-artificial agents); and designs intelligent learning and training systems to detect, track, model and foster learners’, teachers’ and trainers’ self-regulatory processes.

Examples of important publications by Azevedo:

Azevedo & Bernard (1995). A Meta-Analysis of the Effects of Feedback in Compupter-Based Instruction

Azevedo & Hadwin (2005). Scaffolding Self-Regulated Learning and Metacognition – Implications for the Design of Computer-Based Scaffolds

Azevedo (2005). Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning


Albert Bandura

Albert Bandura, (born Dec. 4, 1925, Mundare, Alta., Can.), is a Canadian-born American psychologist and originator of social cognitive theory who is probably best known for his modeling study on aggression, referred to as the “Bobo doll” experiment, which demonstrated that children can learn behaviors through the observation of adults.

Examples of important publications by Bandura:

Bandura (1982). Self-Efficacy Mechanism in Human Agency

Bandura (1991). Social Cognitive Theory of Self-Regulation

Bandura (2015). On Deconstructing Commentaries Regarding Alternative Theories of Self-Regulation


Héfer Bembenutty

Dr. Héfer Bembenutty is an assistant professor in Educational Psychology at Queens College of The City University of New York in the Department of Secondary and Youth Services, where he serves as the department chair of the Assessment Committee and coordinates the Brown Bag Seminars.

Dr. Bembenutty obtained his doctorate from The City University of New York, Graduate Center, in educational psychology under the mentorship of Professor Barry J. Zimmerman. He has maintained an active research agenda in self-regulation of learning, the effects of test anxiety on learning, self-efficacy, multicultural education, and academic delay of gratification. He has studied college students’ willingness to delay gratification to predict academic outcomes.

Examples of important publications by Bembenutty:

Bembenutty & Karabenick (1998). Academic Delay of Gratification

Bembenutty & Karabenick (2004). Inherent Association between Academic Delay of Gratification, Future Time Perspective, and Self-Regulated Learning

Bembenutty & White (2011). Academic Performance and Satisfaction with Homework Completion Among College Students


Monique Boekaerts

Monique Boekaerts started her professional career as a foreign language teacher. She graduated in psychology from Reading university (UK) in 1974 and became a full professor in Educational sciences at Nijmegen University 6 years later. In 1991 she transferred to Leiden University, where she held the chair of Learning an Instruction till 2011. As an emeritus professor, Boekaerts is still connected to the department of Educational Sciences as a guest professor. Her main research interests are self-regulation, motivation, and emotion. She wrote several books and over 250 scientific articles on these topics and is the principal editor of the Handbook of Self-Regulation.

Examples of important publications by Boekaerts:

Boekaerts (1997). Self-Regulated Learning: A New Concept Embraced by Researchers, Policy Makers, Educators, Teachers, and Students

Boekaerts (2017). Cognitive Load and Self-Regulation: Attempts to Build a Bridge


Linda Bol

Dr. Linda Bol is a Professor in Educational Foundations and Leadership with a program emphasis in educational psychology and research. Dr. Bol obtained her doctorate from the University of California, Berkeley in educational psychology, and she has maintained an active research agenda related to self-regulated learning, assessment practices, and study strategies. For example, she has studied students’ ability to predict their test performance (calibration) and interventions aimed at improving the accuracy of these predictions. She has also published studies on teachers’ assessment practices in an era of high-stakes testing and the cognitive demand associated with these practices. Bol has conducted numerous evaluation studies of educational programs aimed at promoting achievement of at-risk youth. Dr. Bol teaches graduate courses in research methods, program evaluation, classroom assessment, and theories of learning.

Examples of important publications by Bol:

Bol & Berry (2005). Secondary Mathematics Teachers’ Perceptions of the Achievement Gap

Bol & Hacker (2012). Calibration Research: Where Do We Go from Here?


Deborah Butler

Dr. Deborah L. Butler received her PhD in educational psychology from Simon Fraser University in 1993. In 1994, she joined the Faculty of Education at the University of British Columbia. She is currently Professor in UBC’s Department of Educational and Counselling Psychology, and Special Education. Across a 10 year period (2003-2012), she served as Director for the Centre of Cross-Faculty Inquiry, Associate Dean for Graduate Programs and Research, Associate Dean for Strategic Development, and Senior Associate Dean for the Faculty of Education. She is Past-President of the Canadian Association for Educational Psychology. Starting in 2013 Dr. Butler joined CHES as a scholar. She continues to enjoy opportunities to engage with colleagues interested in health professions education and related scholarship through that role.

Examples of important publications by Butler:

Butler (2002). Individualizing Instruction in Self-Regulated Learning

Butler (2002). Qualitative Approaches to Investigating Self-Regulated Learning: Contributions and Challenges

Butler (2003). Structuring Instruction to Promote Self-Regulated Learning by Adolescents and Adults With Learning Disabilities


Lyn Corno

Lyn Corno is co-editor of Teachers College Record, a peer-reviewed, scholarly journal for the field of education that has presented a variety of theoretical and empirical articles to a wide audience of readers for over a century. She is formerly Professor of Education and Psychology at Teachers College, Columbia University, and remains a member of the Teachers College EdLab, a collective conducting technology-oriented research and design studies under the auspices of the Teachers College, Columbia University.

Dr. Héfer Bembenutty’s 2008 interview with Dr. Corno, ‘The Ingredients for Making a Self-Regulated Scholar’

Examples of important publications by Corno:

Corno (2000). Looking at Homework Differently

Corno (2008). On Teaching Adaptively


Karen R. Harris and Steve Graham

Karen R. Harris is the Warner Professor of Education at Mary Lou Fulton Teachers College (a chair she shares with Steve Graham). She has worked in education for over 40 years, initially as a general education teacher and then as a special education teacher. Harris has chosen to work throughout her teaching and research career in highly diverse schools in low-income areas due to her commitment to improving teaching and learning for all students. She is interested in validating instructional approaches for heterogeneous classrooms derived from integrating multiple, evidence-based theories and practices. Harris developed the evidence-based Self-Regulated Strategy Development (SRSD) model of strategies instruction. SRSD has been most extensively researched in the area of writing, although researchers have also addressed reading, math, and homework.

Steve Graham is the Warner Professor of Education at Mary Lou Fulton Teachers College (a chair he shares with Karen R. Harris). For over 30 years he has studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning. In recent years, he has been involved in the development and testing of digital tools for supporting writing and reading through a series of grants from the Institute of Educational Sciences and the Office of Special Education Programs in the U.S. Department of Education. His research involves typically developing writers and students with special needs in both elementary and secondary schools, with much of occurring in classrooms in urban schools.

Examples of important publications by Harris and Graham:

Graham & Harris (2000). The Role of Self-Regulation and Transcription Skills in Writing

Harris, Graham, MacArthur, Reid & Mason (2011). Self-Regulated Learning Processes and Children’s Writing

Harris, Graham, Mason & Saddler (2002). Developing Self-Regulated Writers


Allyson Hadwin

Dr. Allyson Hadwin, a professor of educational psychology in the Faculty of Education at the University of Victoria. Her goal is to teach people how to turn challenges into opportunities to learn to be successful.

Dr. Hadwin teaches graduate and undergraduate courses about learning, self-regulation, learning technologies, and research methods. She also trains and mentors a large team of graduate teaching assistants employed to co-teach a first year course called ED-D101: Learning Strategies for University Success. In her teaching and research, she looks at the kinds of thinking strategies students use as well as aspects of their motivation and procrastination – particularly how they recognize and take control of them. As co-director of the Technology Integration and Evaluation (TIE) Research Lab, Dr. Hadwin’s work focuses on the instructional contexts and technologies for learning that support students to be strategic and successful learners who take control of their own learning and motivation.

Examples of important publications by Hadwin:

Azevedo & Hadwin (2005). Scaffolding Self-Regulated Learning and Metacognition – Implications for the Design of Computer-Based Scaffolds

McCardle & Hadwin (2015). Using Multiple, Contextualized Data Sources to Measure Learners’ Perceptions of Their Self-Regulated Learning

Webster & Hadwin (2015). Emotions and Emotion Regulation in Undergraduate in Undergraduate Studying: Examining Students’ Reports from a Self-Regulated Learning Perspective


Stuart Karabenick

In addition to his U-M appointment, Stuart Alan Karabenick is professor emeritus of psychology at Eastern Michigan University. His research interests focus on student and teacher motivation and self-regulated learning. Research projects in progress include a longitudinal study of Hispanic students’ aspirations and continued participation in the science, technology, engineering and math (STEM) pipeline, Middle-Eastern students’ experiences in U.S. middle school classrooms, and interventions designed to improve the motivation and learning of students in college classes. He is currently an associate editor of Learning and Instruction and was previously coordinator of the Motivation and Emotion SIG of the European Association for Learning and Instruction from which he has received a lifetime achievement award. He received his Ph.D. in personality and developmental psychology from the University of Michigan.

Examples of important publications by Karabenick:

Albrecht & Karabenick (2018). Relevance for Learning and Motivation in Education

Karabenick & Knapp (1991). Relationship of Academic Help Seeking to the Use of Learning Strategies and Other Instrumental Achievement Behavior in College Students

Karabenick (1996). Social Influences on Metacognition: Effects of Colearner Questioning on Comprehension Monitoring

Karabenick (2004). Perceived Achievement Goal Structure and College Student Help Seeking


Anastasia Kitsantas

Anastasia Kitsantas is Professor of  Educational Psychology in the College of Education and Human Development. She received her Ph.D. in Educational Psychology with a specialization in Development, Learning, and Instruction in 1996 from the Graduate School and University Center of the City University of New York. She has taught at James Madison University in the School of Psychology, and at Florida State University in the Department of Educational Research. Her research interests focus on the development of self-regulated learning, learner motivational beliefs, self-efficacy, and peak performance in academic, athletic, and health related domains.  She has published in numerous journals, and has been an active participant in many international student and scholarly groups. She is also the recipient of a George Mason University Teaching Excellence Award and a Fellow of the American Psychological Association’s (APA):  Division 15, Educational Psychology.

Examples of important publications by Kitsantas:

Kitsantas & Baylor (2001). The Impact of the Instructional Planning Self-Reflective Tool on Preservice Teacher Performance, Disposition, and Self-Efficacy Beliefs Regarding Systematic Instructional Planning

Kitsantas & Zimmerman (2006). Enhancing Self-Regulation of Practice: The Influence of Graphing and Self-Evaluative Standards

Zimmerman & Kitsantas (1997). Developmental Phases in Self-Regulation: Shifting from Process Goals to Outcome Goals


Bracha Kramarski

Dr. Kramarski’s field of research focuses on investigation of meta-cognition in learning environments. Some of her recent studies focus on the effects of the IMPROVE method on mathematical reasoning, problem solving, and mathematical communication in different learning environments, such as, cooperative learning, and advanced technologies as Internet and E-mail. Other studies investigate teachers’ education and professional development. All of these studies are published in peer reviewed scientific journals, and presented in many international conferences.

In the area of academic administration, Dr. Kramarski is currently the Deputy-Director in the School of Education and Head of the Department for Teacher Education at Bar-Ilan University. She supervises graduate students in the field of metacognitive learning and thinking, in particular in mathematical education. She also participates as the Head of Innovative Projects in Mathematics, as well as the Project Head of Teacher Professional Development of Mathematical School Teachers.

Example of an important publication by Kramarski:

Kramarski & Kohen (2017). Promoting Preservice Teachers’ Dual Self-Regulation Roles as Learners and as Teachers: Effects of Generic Vs. Specific Prompts

Kramarski & Mevarech (2003). Enhancing Mathematical Reasoning in the Classroom: Effects of Cooperative Learning and Metacognitive Training


Wilbert (Bill) McKeachie

Wilbert James “Bill” McKeachie (born August 24, 1921) is a retired American psychologist. In 1949, McKeachie earned a PhD from the University of Michigan, where he joined the faculty for the rest of his career. In 1950, McKeachie distributed a manual to his teaching assistants that covered educational strategies. The manual evolved into McKeachie’s Teaching TipsMcKeachie served as the 1976 president of the American Psychological Association (APA). He had been the president of the Society for the Teaching of Psychology (APA Division 2) in 1955-1956. McKeachie was an editorial board member for twenty journals.

Dr. Héfer Bembenutty’s 2008 interview with Dr. Bill McKeachie, ‘The Teacher of Teachers Talks about Learning to Learn’

Dr. Héfer Bembenutty’s 2010 interview with Dr. Bill McKeachie, ‘The Teacher of Teachers’ Teaching Tips and Strategies’

Dr R. Eric Landrum’s 1999 interview with Dr. Bill McKeachie, ‘Fifty-Plus Years As a Student-Centered Teacher’


Frank Pajares

Dr. Frank Pajares was born October 19th [unknown year] in Spain as Manuel Francisco Pajares. He died January 4, 2009.

Dr. Pajares encouraged teachers to nurture their students’ self-beliefs, particularly in early childhood when students’ perception of themselves forms by their perception of how others see them as described by Cooley’s “looking-glass self” theory.

Dr. Pajares expanded on the work of Bandura, James, and other social cognitive theorists. His research is of particular importance to self-efficacy beliefs in elementary education but is also important in adult education.

Judy Madewell and Dr. Michael Shaughnessy’s 2003 interview with Dr. Frank Pajares

Dr. Héfer Bembenutty’s 2007 interview with Dr. Frank Pajares, ‘God, the Devil, William James, the Little Prince, and Self-Efficacy’

Examples of important publications by Pajares:

Pajares (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct

Pajares (1996). Self-Efficacy Beliefs in Academic Settings

Pajares (2003). Self-Efficacy Beliefs, Motivation, and Achievement in Writing: A Review of the Literature


Nancy E. Perry

Dr. Nancy Perry is Professor of Educational and Counselling Psychology, and Special Education at UBC. She teaches courses on motivation and self-regulation, language and literacy development, and learning disabilities. Also she holds the UBC Faculty of Education Professorship for the Struggling Youth Initiative. The main goal of this initiative is to promote positive life outcomes for children and youth who struggle in and beyond school.

Dr. Perry’s program of research has two main goals: (a) helping children and youth to develop attitudes and actions associated with self-regulated forms of learning (SRL); and (b) collaborating with teachers to design activities and structure interactions with students to promote SRL. In addition to working with practicing teachers, she originated the Self-Regulated Learning Cohort in the Teacher Education Program at UBC to support preservice teachers’ development of SRL promoting practices.

Examples of important publications by Perry:

Perry (1998). Young Children’s Self-Regulated Learning and Contexts That Support It

Perry, VandeKamp, Mercer & Nordby (2002). Investigating Teacher-Student Interactions That Foster Self-Regulated Learning


Paul R. Pintrich

Paul R. Pintrich (1953–2003) was an educational psychologist who made significant contributions to the fields of motivation, epistemological beliefs, and self-regulated learning. He was a professor of education and psychology at the University of Michigan where he also completed his PhD and MA. Pintrich published over 140 articles, book chapters, and books on topics related to educational psychology.

Schunk (2005). Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich

Maehr (2005). Paul Pintrich: A Once and Continuing Influence

Examples of important publications by Pintrich:

Pintrich & DeGroot (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance

Pintrich (2000). Multiple Goals, Multiple Pathways: The Role of Goal Orientation in Learning and Achievement

Pintrich (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts


Michael Pressley

George Michael Pressley (April 25, 1951 – May 22, 2006) was an American educational psychologist. He received the E. L. Thorndike Award in 2004. He graduated from Northwestern University in 1973 and received his Ph.D. from University of Minnesota in 1977. He was a senior author of the Open Court Reading program. He published more than 350 articles and books. He had served as the editor of Scientific Studies in Reading and Journal of Educational Psychology.

Block (2008). Michael Pressley’s Educational Legacy and Directions He Identified for Future Research in Reading Instruction

Harris, Alexander & Graham (2008). Michael Pressley’s Contributions to the History and Future of Strategies Research

Mohan, Lundeberg & Reffitt (2008). Studying Teachers and Schools: Michael Pressley’s Legacy and Directions for Future Research

Examples of important publications by Pressley:

Brown, Pressley, Van Meter & Schuder (1996). A Quasi-Experimental Validation of Transactional Strategies Instruction with Low-Achieving Second-Grade Readers

Pressley, Wood, Woloshyn, Martin, King & Menke (1992). Encouraging Mindful Use of Prior Knowledge: Attempting to Construct Explanatory Answers Facilitates Learning


Dale Schunk

Dr. Schunk’s research examines the effects of social and instructional factors on learning, motivation, and self-regulation. He teaches graduate courses in learning and motivation and undergraduate courses in learning and educational psychology. Author of textbooks on learning and motivation, he has published over 120 articles and chapters and has edited nine books. For 10 years he was Dean of the UNCG School of Education. His awards include the Senior Distinguished Research Scholar Award (UNCG School of Education), the Award for Outstanding Contributions (American Educational Research Association Studying and Self-Regulated Learning Special Interest Group), and inclusion in Who’s Who in America.

Dr. Gönül Sakız’s 2008 interview with Dr. Dale Schunk

Examples of important publications by Schunk:

Schunk (1996) Goal and Self-Evaluative Influences during Children’s Cognitive Skill Learning

Schunk (2008). Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations


Claire Ellen Weinstein

Claire Ellen, Full Professor Emeritus at the University of Texas at Austin, was an active member of various Austin and Longhorn communities as well as numerous international, national, and local professional organizations in the fields of education and psychology.

Claire Ellen’s contributions to research and practice in educational psychology stretch across the world from the ivory tower to the inner-city community college classroom, and her legacy lives on in her many students and her students’ students. Claire Ellen is famous for her groundbreaking research on learning strategies, her 3-credit course (EDP310) designed to teach college students how to learn, as developer of the Model of Strategic Learning, and as author of the Learning and Study Strategies Inventory.

Examples of important publications by Claire Ellen:

Acee, Weinstein, Hoang & Flaggs (2018). Value Reappraisal as a Conceptual Model for Task-Value Inventions

Weinstein (1996). Self-Regulation: A Commentary for Future Research

Weinstein, Acee & Jung (2011). Self-Regulation and Learning Strategies


Philip H. Winne

Professor of educational psychology and former Canada Research Chair in Self-Regulated Learning and Learning Technologies at Simon Fraser University. A Fellow of the American Educational Research Association, the American Psychological Association, the Association for Psychological Science, and the Canadian Psychological Association, 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, now called nStudy, founded on principles of self-regulated learning.

Examples of important publications by Winne:

Winne (2006). How Software Technologies Can Improve Research on Learning and Bolster School Reform

Winne (2010). Improving Measurements of Self-Regulated Learning

Winne (2014). Issues in Researching Self-Regulated Learning as Patterns of Events


Christopher A. Wolters

Christopher A. Wolters joined the faculty at The Ohio State University and was appointed to the position of Director of the Walter E. Dennis Learning Center in August 2013. He is also a Professor for the Educational Psychology program in the Department of Educational Studies within the College of Education and Human Ecology. Prior to coming to Ohio State, he was a faculty member at the University of Houston for 17 years where served terms as Program Director for the Ph.D. program in Educational Psychology and Individual Differences, and as Associate Chair for the Department of Educational Psychology. Dr. Wolters has a substantial record of research and scholarly publications focused on understanding students’ motivation and self-regulated learning, including the development of these processes during adolescence and how they interact to influence students’ academic engagement, learning, and achievement.

Examples of important publications by Wolters:

Wolters & Benzon (2013). Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation

Wolters & Hoops (2015). Self-Regulated Learning Interventions for Motivationally Disengaged College Students

Wolters & Pintrich (1998). Contextual Differences in Student Motivation and Self-Regulated Learning in Mathematics, English, and Social Studies Classrooms


Barry J. Zimmerman

Barry Zimmerman, a Distinguished Professor Emeritus of Educational Psychology and Head of Learning, Development, and Instruction at the Graduate School and University Center of the City University of New York, has conducted extensive research and written more than 100 articles and professional papers on how people regulate their attitudes and behaviors, with an emphasis on learning situations. In 2011, Zimmerman was awarded the E.L. Thorndike Career Achievement award by the American Psychological Association’s Division of Educational Psychology.

Zimmerman’s work is guided by the realities of students’ academic development, and has demonstrated that the greatest academic success occurs when students and teachers use a metacognitive model to guide learning and instruction, or one that entails planning, evaluation, and adjustment of thoughts and actions. Zimmerman is a pioneer of self-regulated learning (SRL) theory, which details the workings of such processes.

Dr. Linda Bol’s piece and SSRL’s AERA events in 2011 honoring Dr. Barry J. Zimmerman upon his retirement

Dr. Héfer Bembenutty’s 2007 interview with Dr. Barry J. Zimmerman, ‘Achieving Self-Fulfilling Cycles of Academic Self-Regulation’

Examples of important publications by Zimmerman:

Zimmerman (1995). Self-Regulation Involves More Than Metacognition: A Social Cognitive Perspective

Zimmerman (2000). Self-Efficacy: An Essential Motive to Learn