Based on Hattie and Timperley’s (2007) synthesis study, effective feedback affects student learning at four levels (task-, process-, self-regulation, and self), among which the relationship between feedback and selfregulated learning may matter most to not only short-term, but also long-term learning outcomes. Moving forward, we did a comprehensive review and sought out 47 reviews (published from 2017 to 2020) as our main sources to do a CiteSpace analysis (Chen, 2006) aiming to visualize patterns and trends in scientific literature on students’ feedback and self-regulated learning. Vitalized by centrality of keywords of these reviews, the results showed that achievement, instruction, classroom, academic performance, feedback are top 5 hotspots. Vitalized by citation bursts of keywords, meta-analysis, metacognition, self-regulation and accuracy are the top 5 strongest citation bursts. Visualized by countries, the results showed USA, Australia, New Zealand, Germany, Netherlands, Spain, Canada, South Korea, England and Sweden are the top 10 countries where feedback and SRL studies have been very active. Interestingly, visualized by clusters of research, five clusters were identified and a notable feature of these studies is self-efficacy belief. This finding is remarkable in terms of indicating a core aspect of examining the relationship between feedback and SRL would be to examine students’ feedback self-efficacy (e.g., Do students perceive themselves capable of using feedback? See also Yang et al., 2014) and the self-efficacy component of SRL (e.g., Do students perceive themselves capable of practicing SRL?). Theoretical and empirical implications are discussed. Copyright © 2020 International Conference on Learning and Teaching.
|Publication status||Published - Dec 2020|