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

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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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Authors: Butler, D. L., & Winne, P. H.
Affiliations: University of British Columbia (CA)
Simon Fraser University (CA)
ORCID: Butler, Deborah L.
Winne, Philip H.
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: 103
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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Feedback and Self-Regulated Learning: A Theoretical Synthesis

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