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Cited by 3,334Innovative Teaching and Learning MethodsStudent Assessment and FeedbackEducational and Psychological Assessments

Feedback and Self-Regulated Learning: A Theoretical Synthesis

Butler, Deborah L., Winne, Philip H.·1995·Review of Educational Research
DOI 10.3102/00346543065003245
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Abstract

Self-regulated learning (SRL) is a pivot upon which students’ achievement turns. We explain how feedback is inherent in and a prime determiner of processes that constitute SRL, and review areas of research that elaborate contemporary models of how feedback functions in learning. Specifically, we begin by synthesizing a model of self-regulation based on contemporary educational and psychological literatures. Then we use that model as a structure for analyzing the cognitive processes involved in self-regulation, and for interpreting and integrating findings from disparate research traditions. We propose an elaborated model of SRL that can embrace these research findings and that spotlights the cognitive operation of monitoring as the hub of self-regulated cognitive engagement. The model is then used to reexamine (a) recent research on how feedback affects cognitive engagement with tasks and (b) the relation among forms of engagement and achievement. We conclude with a proposal that research on feedback and research on self-regulated learning should be tightly coupled, and that the facets of our model should be explicitly addressed in future research in both areas.

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  • The historical notion of feedback attempted to eliminate any internal or self-evaluative function in feedback.

    “It attempted to eliminate any internal or self-evaluative function in feedback (Butler and Winne 1995).”

    From Rethinking models of feedback for learning: the challenge of design (2013) · cites this paper as Butler and Winne 1995

  • The historical notion of feedback had a strong behavioural emphasis that focused on the external provision of information based on observable performance.

    “This notion of feedback has a strong behavioural emphasis that focuses on the external provision of information based on observable performance.”

    From Rethinking models of feedback for learning: the challenge of design (2013) · cites this paper as Butler and Winne 1995

  • Students' responses to feedback, or the internal mechanisms involved in the reception of feedback and their influences on learning and achievement, have been often discussed but too rarely studied.

    “This crucial aspect of formative assessment that has been often discussed but too rarely studied is students' responses to feedback, or the internal mechanisms involved in the reception of feedback and their influences on learning and achievement (Butler and Winne, 1995;Kluger and DeNisi, 1996;Shute, 2008;Draper, 2009;Bennett, 2011;Dann, 2014;Panadero and Lipnevich, 2021).”

    From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Butler and Winne, 1995

  • Regulation of learning and performance is central to research on feedback.

    “The regulation of learning and performance is central to research on feedback (Butler & Winne, 1995).”

    From Linking learning behavior analytics and learning science concepts: Designing a learning analytics dashboard for feedback to support learning regulation (2020) · cites this paper as Butler & Winne, 1995

  • External feedback may be at odds with the learner's internally generated feedback, a conflict that presents a significant challenge in the reception of feedback by the learner.

    “Previous research has shown external feedback may be at odds with the learner's internally generated feedback , a conflict that presents a significant challenge in the reception of feedback by the learner. 7,16”

    From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [7]

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Authors
Butler, D. L., & Winne, P. H.
Affiliations
  • University of British Columbia (CA)
  • Simon Fraser University (CA)
ORCID
Venue
Review of Educational Research
Publisher
American Educational Research Association (AERA)
Published
1995-09
Volume
65
Issue
3
Pages
245-281
ISSN
  • 0034-6543 (ISSN-L)
  • 1935-1046
DOI
10.3102/00346543065003245
OpenAlex
W2095907159
Cited by
3,334
References
104
Citations by year
2026: 149 · 2025: 140 · 2024: 160 · 2023: 180 · 2022: 187 · 2021: 169 · 2020: 171 · 2019: 170 · 2018: 157 · 2017: 184 · 2016: 158 · 2015: 169 · 2014: 151 · 2013: 162 · 2012: 122
FWCI
35.58
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Review of Educational Research (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
Keywords
student self-regulation, feedback, self-regulation, cognitive monitoring, cognitive engagement, academic performance

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