Feedback and Self-Regulated Learning – Deborah L. Butler & Phil H. Winne

Butler and Winne explain how feedback is fundamental to, and a key determiner of processes that make up self-regulated learning (SRL). They propose an elaborated model of SRL that integrates research findings from educational and psychological literatures and use this model to re-examine: (a) literature on how feedback influences cognitive task engagement and (b) the relationship between different types of engagement and achievement.

Reference: Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281.