Abstract

Self-regulated learning (SRL) is a pivot upon which students ' achievement turns. We explain how feedback is inherent in and a prime determiner of processes that constitute SRL, and review areas of research that elaborate contemporary models of how feedback funciions in learning. Specifically, we begin by synthesizing a model of self-regulaiion based on contemporary educational and psychological literatures. Then we use that model as a structure for analyzing the cognitive processes involved in self-regulation, and for interpreting and integrating findings from disparate research tradi-tions. We propose an elaborated model of SRL that can embrace these research findings and that spotlights the cognitive operation of monitoring as the hub of self-regulated cognitive engagement. The model is then used to reexamine (a) recent research on how feedback affects cognitive engagement with tasks and (b) the relation among forms of engagement and achievement. We conclude with a proposal that research on feedback and research on self-regulated learning should be tightly coupled, and that the facets of our model