Toward a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory-Reference-Cited by-同舟云学术

Toward a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory

Published:2023-07-03 Issue:3 Volume:58 Page:193-204
ISSN:0046-1520
Container-title:Educational Psychologist
language:en
Short-container-title:Educational Psychologist

Author:

Panadero Ernesto¹²³^ORCID

Affiliation:

1. Institute of Education, St. Patrick’s Campus, Dublin City University, Dublin, Ireland

2. Facultad de Educación y Deporte, Universidad de Deusto, Bilbao, España

3. IKERBASQUE, Basque Foundation for Science, Bilbao, Spain

Funder

Spanish Ministry of Economy and Competitiveness (Ministerio de Economía y Competitividad) National I + D Call

Basque Government

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/00461520.2023.2223642

Reference60 articles.

1. Assessment and the co-regulation of learning in the classroom

2. The impact of peer solution quality on peer-feedback provision on geometry proofs: Evidence from eye-movement analysis

3. Classroom assessment as the co-regulation of learning

4. The Effect of Feedback on Attention Allocation in Category Learning: An Eye Tracking Study

5. Azevedo, R., Taub, M., & Mudrick, N. V. (2018). Understanding and reasoning about real-time cognitive, affective, and metacognitive processes to foster self-regulation with advanced learning technologies. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (pp. 254–270). Routledge.

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