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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ515490
Record Type: CIJE
Publication Date: 1995
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0034-6543
Feedback and Self-Regulated Learning: A Theoretical Synthesis.
Butler, Deborah L.; Winne, Philip H.
Review of Educational Research, v65 n3 p245-81 Fall 1995
A model of self-regulated learning is proposed as a structure for analyzing cognitive processes involved in self-regulation and for interpreting findings from disparate research traditions. The model is used to examine recent research on how feedback affects cognitive engagement with tasks and the relationship between engagement and achievement. (SLD)
Descriptors: Achievement, Cognitive Processes, Feedback, Learning Theories, Models, Research Reports, Synthesis, Theories
Publication Type: Reports - Evaluative; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Self Regulated Learning; Self Regulation; Student Engagement
Note: Support provided by the Social Sciences and Humanities Research Council of Canada.