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Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
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1 reference
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- Vol 4 RE: Chapter 9
- Vol 4 TE: App C
- Vol 5 RE: Chapters 1, 3, 5, 6, 10, 15, App A
- Vol 5 TE: App C
self-regulated learningfeedback interpretationmetacognitive monitoringinternal feedbackexternal feedbackfeedback effectslearning strategiesJournal article Evidence summaryAt a glance
Butler and Winne integrate research on feedback with a cognitive model of self-regulated learning.
Key ideas
Learners interpret tasks using knowledge, beliefs, goals, and motivational conditions; select tactics and strategies; generate products; and monitor the relationship between their current state and internal standards. Monitoring creates internal feedback, while external feedback from teachers, peers, or tasks can confirm, challenge, or supplement those judgements. Because learners filter feedback through prior beliefs and knowledge, information does not automatically produce improvement and may prompt changes to goals, strategies, effort, or understanding. The synthesis places monitoring at the centre of recursive engagement and explains why feedback effects vary with task and learner.
Why it matters
For educators, it suggests designing feedback that helps students compare work with criteria, diagnose causes, select strategies, and monitor subsequent performance, while explicitly developing the knowledge and beliefs required to interpret feedback productively.
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What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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