This report concerns the dilemma faced by students enrolled in Quebec's Colleges de l'Enseignement General and Professional and by students everywhere as more and more emphasis is placed on the content of learning rather than on learning how to learn. The construct of educational-life skills is introduced and a taxonomy of feedback materials is presented that may stimulate the student's adaptive responses to complex social situations in the academic milieu. Educational-life skills are defined as concerning the development in students of the awareness, understanding, and use, with the teacher's help, of the interpersonal relations, communications, problem-solving, and critical thinking skills which relate to learning to learn. Chapter 1 defines educational-life skills, their domain and range, and the limits for the context and process of feedback. Chapter 2 explains feedback; the relationships among communication, feedback, and educational-life skills; and the cognitive content and affective process associated with feedback. Chapter 3 identifies student-teacher feedback variables and argues that knowledge about their use helps to explain student behaviors that border on learned helplessness. It is suggested that by providing students with educational-life skills feedback, teachers can increase student persistence and academic achievement. Chapter 4 presents the Taxonomy of Educational-Life Skills and an index for the taxonomy. (NB)