FEEDBACK AND SELF-REGULATED LEARNING - A THEORETICAL SYNTHESIS

Self-regulated learning (SRL) is a pivot upon which students' achievem ent turns. We explain how feedback is inherent in and a prime determin er 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 base d on contemporary educational and psychological literatures. Then we u se that model as a structure for analyzing the cognitive processes inv olved in self-regulation, and for interpreting and integrating finding s from disparate research traditions. We propose an elaborated model o f SRL that can embrace these reseal ch findings and that spotlights th e cognitive operation of monitoring as the hub of self-regulated cogni tive engagement. The model is then used to reexamine (a) recent resear ch on how feed back affects cognitive engagement with tasks and (b) th e relation among forms of engagement and achievement. We conclude with a proposal that research on feed back and research on self regulated learning should be tightly coupled, and that the facets of our model s hould be explicitly addressed in future research in both areas.