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The role of feedback in enhancing students’ self-regulation in inviting schools
Author(s)
Date Issued
2011
ISSN
1060-6041
Citation
Journal of Invitational Theory and Practice, 2011, vol. 17, pp. 22-27.
Type
Peer Reviewed Journal Article
Abstract
This paper explores the importance of self-regulation and the role of feedback in encouraging such regulation from social cognitive and socio-cultural perspectives. The effects and value of various influences within the social and cultural environment are reviewed. In the context of inviting schools, thought is presented to the issue of how the ‘Five Ps’ (People, Programs, Policies, Places, and Processes) all provide various forms of feedback and input that could encourage selfregulation. In particular, the authors discuss how a reporting system that provides detailed and personalized feedback to students in an inviting setting can be one important way of facilitating students to reach their full potential as autonomous learners. Suggestions for consideration by school staff, and for future researchers, are provided.
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