The role of feedback in enhancing students' self-regulation in inviting schools

Yiu Bun CHUNG, Mantak YUEN

Research output: Contribution to journalArticle

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 self-regulation. 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. Copyright © 2011 International Alliance for Invitational Education.
Original languageEnglish
Pages (from-to)22-27
JournalJournal of Invitational Theory and Practice
Volume17
Publication statusPublished - 2011

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self-regulation
school
reporting system
student
staff
regulation
Values

Bibliographical note

Chung, Y. B., & Yuen, M. (2011). The role of feedback in enhancing students' self-regulation in inviting schools. Journal of Invitational Theory and Practice, 17, 22-27.