Allyson F. Hadwin

9.0k total citations · 2 hit papers
78 papers, 4.2k citations indexed

About

Allyson F. Hadwin is a scholar working on Developmental and Educational Psychology, Education and Social Psychology. According to data from OpenAlex, Allyson F. Hadwin has authored 78 papers receiving a total of 4.2k indexed citations (citations by other indexed papers that have themselves been cited), including 50 papers in Developmental and Educational Psychology, 30 papers in Education and 18 papers in Social Psychology. Recurrent topics in Allyson F. Hadwin's work include Innovative Teaching and Learning Methods (50 papers), Online and Blended Learning (18 papers) and Online Learning and Analytics (10 papers). Allyson F. Hadwin is often cited by papers focused on Innovative Teaching and Learning Methods (50 papers), Online and Blended Learning (18 papers) and Online Learning and Analytics (10 papers). Allyson F. Hadwin collaborates with scholars based in Canada, Finland and Australia. Allyson F. Hadwin's co-authors include Philip H. Winne, Sanna Järvelä, Roger Azevedo, Mariel Miller, John C. Nesbit, Carmen L.Z. Gress, Aishah Bakhtiar, Jonna Malmberg, Hanna Järvenoja and Dianne Jamieson‐Noel and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Educational Psychology and Computers in Human Behavior.

In The Last Decade

Allyson F. Hadwin

71 papers receiving 3.9k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

New Frontiers: Regulating Learning in CSCL

2013 465 citations Sanna Järvelä, Allyson F. Hadwin profile →
Human and artificial intelligence collaboration for socially shared regulation in learning

2023 120 citations Sanna Järvelä, Andy Nguyen et al. British Journal of Educational Technology profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Allyson F. Hadwin Canada	32	3.1k	2.3k	1.1k	591	465	78	4.2k
Hanna Järvenoja Finland	32	2.7k 0.9×	2.0k 0.9×	745 0.7×	861 1.5×	480 1.0×	75	3.8k
Jeroen Janssen Netherlands	28	2.0k 0.6×	2.3k 1.0×	882 0.8×	398 0.7×	474 1.0×	58	3.7k
Jonna Malmberg Finland	32	2.0k 0.7×	1.4k 0.6×	941 0.8×	519 0.9×	344 0.7×	59	2.9k
Ernesto Panadero Spain	40	3.2k 1.0×	5.1k 2.3×	1.3k 1.2×	673 1.1×	261 0.6×	110	7.3k
Fengfeng Ke United States	34	2.3k 0.8×	2.0k 0.9×	988 0.9×	282 0.5×	138 0.3×	119	4.4k
Jan-Willem Strijbos Netherlands	28	1.9k 0.6×	2.5k 1.1×	631 0.6×	330 0.6×	501 1.1×	69	3.8k
Karel Kreijns Netherlands	28	1.5k 0.5×	2.0k 0.9×	841 0.7×	576 1.0×	630 1.4×	71	3.8k
Rupert Wegerif United Kingdom	34	2.3k 0.7×	2.9k 1.3×	343 0.3×	251 0.4×	286 0.6×	117	4.6k
Tammy Schellens Belgium	32	2.0k 0.7×	2.7k 1.2×	710 0.6×	374 0.6×	689 1.5×	126	4.1k
Karen Swan United States	32	2.1k 0.7×	4.2k 1.8×	1.4k 1.3×	766 1.3×	393 0.8×	127	5.2k

Countries citing papers authored by Allyson F. Hadwin

Since Specialization

Citations

This map shows the geographic impact of Allyson F. Hadwin's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Allyson F. Hadwin with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Allyson F. Hadwin more than expected).

Fields of papers citing papers by Allyson F. Hadwin

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Allyson F. Hadwin. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Allyson F. Hadwin. The network helps show where Allyson F. Hadwin may publish in the future.

Co-authorship network of co-authors of Allyson F. Hadwin

This figure shows the co-authorship network connecting the top 25 collaborators of Allyson F. Hadwin. A scholar is included among the top collaborators of Allyson F. Hadwin based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Allyson F. Hadwin. Allyson F. Hadwin is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Hadwin, Allyson F., et al.. (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. 41(1). 61–87.

Lambe, Laura J., Fakir Md Yunus, Patricia Conrod, et al.. (2024). Bullying Prevalence and Associations with Mental Health Problems Among Canadian Undergraduates During the COVID-19 Pandemic. International Journal of Bullying Prevention.

Järvelä, Sanna & Allyson F. Hadwin. (2024). Triggers for self-regulated learning: A conceptual framework for advancing multimodal research about SRL. Learning and Individual Differences. 115. 102526–102526. 17 indexed citations

Yunus, Fakir Md, Kara Thompson, Matthew T. Keough, et al.. (2024). High peak drinking levels mediate the relation between impulsive personality and injury risk in emerging adults. Injury Epidemiology. 11(1). 5–5.

Lambe, Laura J., Paweena Sukhawathanakul, Patricia Conrod, et al.. (2024). Personality Traits and Links between Bullying, Emotional Distress, and Substance Use among Emerging Adults. International Journal of Mental Health and Addiction. 24(1). 115–131.

Hadwin, Allyson F., et al.. (2024). Coping Self-Efficacy and Stress Mindset as Predictors of Student Success Outcomes. SHILAP Revista de lepidopterología. 4(1). 147–172.

Järvelä, Sanna, Andy Nguyen, & Allyson F. Hadwin. (2023). Human and artificial intelligence collaboration for socially shared regulation in learning. British Journal of Educational Technology. 54(5). 1057–1076. 120 indexed citations breakdown →

Tibbo, Philip G., Patricia Conrod, Fakir Md Yunus, et al.. (2023). 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. 107937–107937. 3 indexed citations

Tibbo, Philip G., Patricia Conrod, Fakir Md Yunus, et al.. (2023). Do Anxiety Symptoms Mediate the Association Between Cannabis Use Frequency and Psychotic-Like Experiences in Emerging Adult Undergraduates?. The Canadian Journal of Psychiatry. 68(11). 860–869. 2 indexed citations

10.

Sukhawathanakul, Paweena, et al.. (2023). COVID-19 Fatigue and Middle School Students’ Engagement and School Aversion: The Mediational Roles of Emotion Regulation and Perceptions of School Climate. SHILAP Revista de lepidopterología. 3(4). 1378–1390. 1 indexed citations

11.

Hadwin, Allyson F., et al.. (2020). Exploring Student Engagement Factors in a Blended Undergraduate Course. SHILAP Revista de lepidopterología. 11(3). 5 indexed citations

12.

Hadwin, Allyson F., Aishah Bakhtiar, & Mariel Miller. (2018). Challenges in online collaboration: effects of scripting shared task perceptions. International Journal of Computer-Supported Collaborative Learning. 13(3). 301–329. 77 indexed citations

13.

Hsu, Ying‐Shao, Paola Iannone, Hsiao‐Ching She, & Allyson F. Hadwin. (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. 6 indexed citations

14.

Järvelä, Sanna & Allyson F. Hadwin. (2015). Promoting and researching adaptive regulation: New Frontiers for CSCL research. Computers in Human Behavior. 52. 559–561. 8 indexed citations

15.

Damian, Daniela, Marian Petre, Mariel Miller, & Allyson F. Hadwin. (2012). Instructional strategies in the EGRET course. Open Research Online (The Open University). 41–45. 1 indexed citations

16.

Morris, Richard, Allyson F. Hadwin, Carmen L.Z. Gress, et al.. (2009). Designing roles, scripts, and prompts to support CSCL in gStudy. Computers in Human Behavior. 26(5). 815–824. 48 indexed citations

17.

Kumar, Vive, Carmen L.Z. Gress, Allyson F. Hadwin, & Philip H. Winne. (2007). Assessing process in CSCL: An ontological approach. Computers in Human Behavior. 26(5). 825–834. 34 indexed citations

18.

Hadwin, Allyson F. & Philip H. Winne. (2001). CoNoteS2: A Software Tool for Promoting Self-Regulation. Educational Research and Evaluation. 7(2-3). 313–334. 101 indexed citations

19.

Winne, Philip H. & Allyson F. Hadwin. (2000). Building a case for self-regulating as a socially constructed phenomenon. 1–274. 10 indexed citations

20.

Hadwin, Allyson F., et al.. (1999). Individual Differences in Notetaking, Summarization, and Learning from Lectures. Alberta Journal of Educational Research. 45(1). 33 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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