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2 references
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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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- Vol 5 RE: Chapter 8
voluntary retrieval practiceself-directed studystudy strategy regulationretrieval promptsimplementation planningspaced retrievalmetacognitive monitoringstudy barriersJournal article Evidence summaryAt a glance
Carpenter reviews five kinds of intervention intended to increase students' voluntary use of retrieval practice during self-directed study.
Key ideas
The evidence shows that simply telling learners retrieval is effective, or even letting them experience a retrieval advantage, often does not change later choices. More promising approaches alter the decision environment: provide structured retrieval tools, prompt or require repeated use, give strategy training that includes implementation, support planning and monitoring, or reduce practical barriers to getting started. Students may otherwise use quizzes mainly to check knowledge, stop after one attempt, or prefer fluent restudy because it feels easier. The review emphasises that knowing a strategy and regulating its use are different achievements.
Why it matters
For educators, it recommends combining explanation with guided practice, convenient resources, spaced opportunities, feedback, and reflection on outcomes, then gradually transferring responsibility as productive study routines become established.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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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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