The DOI matches its Crossref record; 103 of the 103 references it cites were found in a registry or an index.
Feedback and Self-Regulated Learning: A Theoretical Synthesis
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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In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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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Yan, Z., Brown, G. T. L., Lee, J. C.-K., & Qiu, X.-L. (2020) · Educational Psychology · doi:10.1080/01443410.2019.1672038 · Cited by 67
Students’ sense-making of personalised feedback based on learning analytics
Lim, L.-A., Dawson, S., Gašević, D., Joksimović, S., Fudge, A., Pardo, A., & Gentili, S. (2020) · Australasian Journal of Educational Technology · doi:10.14742/ajet.6370 · Cited by 66
Process-mining enabled feedback: “tell me what I did wrong” vs. “tell me how to do it right”
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Teacher, peer, or AI? Comparing effects of feedback sources in higher education
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“This research suggests that delayed feedback is particularly beneficial for tasks that require deep reflection and the application of learning strategies (Shute, 2008; Van Der Kleij et al., 2015), like SRL (Butler & Winne, 1995).”
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“While the positive impact of feedback on SRLs is well-documented (Butler & Winne, 1995; Hattie & Timperley, 2007), students in online learning contexts often struggle with engagement and self-regulation due to inadequate or ineffective feed-back (Kizilcec et al., 2017; Viberg et al., 2020).”
Leveraging generative AI to facilitate peer feedback in collaborative argumentation learning
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A Conceptual Framework to Integrate Research Programs on Self-Regulation in Education
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Metadata
- Authors
- Butler, D. L., & Winne, P. H.
- Affiliations
- University of British Columbia (CA)
- Simon Fraser University (CA)
- Venue
- Review of Educational Research
- Published
- 1995-09
- Volume
- 65
- Issue
- 3
- Pages
- 245-281
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- 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
- 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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