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

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

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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Crossref · 10.3102/00346543065003245

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103 of 103 references verified0 citation errors · 0 not checkable

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Citations

Cites

Research works printed but not linked: 15

  1. Butler DL, 1994, Canadian Journal of Special Education, 4, 69
  2. 10.3102/0091732X019001301 · DOI
  3. Craven RG, 1991, Journal of Educational Psychology, 83, 17, 10.1037/0022-0663.83.1.17 · DOI · Paper page
  4. Hancock TE, 1992, Paper presented at the Annual Meeting of the American Educational Research Association
  5. Koehler DJ, 1991, Psychological Bulletin, 110, 499, 10.1037/0033-2909.110.3.499 · DOI · Paper page
  6. Kuhl J, 1994, Volition and personality: Action versus state orientation, 93
  7. McGinn MK, 1994, A review of feedback in learning mathematics: Moving from products to processes
  8. McGinn MK, 1993, Paper presented at the Annual Meeting of the American Educational Research Association
  9. Peterson SE, 1991, Paper presented at the Annual Meeting of the American Educational Research Association
  10. Pressley M, 1986, Educational Psychologist, 21, 139, 10.1207/s15326985ep2101&2_8 · DOI
  11. Schunk DH, 1992, Paper presented at the Annual Meeting of the American Educational Research Association
  12. Steinberg ER, 1989, Journal of Computer Based Instruction, 16, 117
  13. Voss JF, 1989, Knowing, learning, and instruction: Essays in honor of Robert Glaser, 217
  14. Winne PH, 1994, Alberta Journal of Educational Research, 40, 177
  15. Zimmerman BJ, 1990, Educational Psychologist, 25

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Metadata

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
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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