Self-regulated learning in university students: A systematic review of empirical evidence (2015–2025)
DOI:
https://doi.org/10.37711/Keywords:
self-regulated learning, higher education, academic self-efcacy, learning strategies, systematic reviewAbstract
This study aimed to systematically review empirical research (2015-2025) on self-regulated learning among university students. A systematic review methodology was applied following PRISMA guidelines, using a documentary and descriptive design. Thirty-four peer-reviewed studies published in scientifc journals indexed in Scopus, Web of Science, SciELO, Redalyc, ERIC, and Google Scholar were analyzed. The findings indicate moderate levels of self-regulation, with differences associated with gender, stress, and academic performance. The most effective interventions were workshops, tutoring, mentoring, and technology-based strategies. A positive relationship with self-efficacy and resilience was also identified. In conclusion, self-regulation stands out as a key factor for academic success and should be promoted through curriculum design, teacher training, and the use of technological resources.
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Copyright (c) 2025 Edson Fernando Zenteno Alberto, Andrea Velasquez Mendoza
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