Self-regulation of learning in university students. Systematic review
DOI:
https://doi.org/10.35381/e.k.v9i17.4888Keywords:
Autonomous learning, self-regulation, university education, metacognitive strategies, (UNESCO Thesaurus).Abstract
The purpose of the article detailed below was to analyze the processes of self-regulation of learning in university students. The research was framed within a qualitative approach, under documentary research. As a technique, a literature review was used in conjunction with content analysis, and bibliographic records and summary tables were used as instruments. The sample consisted of 15 studies selected from academic databases such as Scielo, Scopus, and Web of Science. The results indicated that planning; the implementation and monitoring of activities; intrinsic motivation; time management; and the use of metacognitive strategies were closely related to student learning. Therefore, it was concluded that strengthening self-regulation promotes both academic performance and autonomy and consolidates meaningful learning in the university environment.
Downloads
References
Barrios, F., Muñoz, J., Balladares, C., y Carazas, C. (2025). Autoeficacia académica en estudiantes: Una revisión sistemática. Revista InveCom, 6(1), e601012. https://n9.cl/myaqs
Costa De Oliveira, T., González, A., Alonso, I., y Martínez, M. (2024). Inclusive school and the impact of programs promoting socio-emotional competencies based on mindfulness in ADHD in primary school students. Salud, Ciencia y Tecnología, 4, 1170. https://n9.cl/7ynmv
Fedriga, M., Landis, Martini, S., Lodice, F., Sortica, C., Pezzato, S., Moscatelli, A., Beqiri, E., Czosnyka, M., Smielewski, P., y Agrawal, S. (2024). Cerebral autoregulation in pediatric and neonatal intensive care: A scoping review. J Cereb Blood Flow Metab., 44(11), 1208-1226. https://n9.cl/hb6zp
Isea, J., Molina, T., Álvarez, G., y Romero, A. (2025a). Impact of academic stress on the well-being of postgraduate students: coping Strategies. Salud, Ciencia y Tecnología - Serie de Conferencias, 202, 4:628. https://n9.cl/suqky
Isea, J., Alvarez, G., Molina, T., y Romero, A. (2025b). Strategies for the development of competencies in higher education. Revista Conrado, 21(103), e4345. https://n9.cl/opqn9l
Jácome, D., Jiménez, L., Robalino, V., y López, F. (2024). Explorando las regiones cerebrales implicadas en la meditación Zazen. Revista Arbitrada Interdisciplinaria de Ciencias de la Salud. Salud y Vida, 8(2), 178-186. https://n9.cl/dp356
Johnson, N., Burma, J., Neill, M., Burkart, J., Fletcher, E., & Smirl, J. (2025). Challenging Dynamic cerebral autoregulation across the physiological CO2 spectrum: Influence of biological sex and cardiac cycle. Experimental Physiology, 110, 147-165. https://n9.cl/pr37bs
Landis, T. , Hart, K., & Graziano, P. (2019). Targeting self-regulation and academic functioning among preschoolers with behavior problems: Are there incremental benefits to including cognitive training as part of a classroom curriculum? Child Neuropsychology, 25(5), 688-704. https://n9.cl/hemn6y
Mendoza, A., y Vera, M. (2025). Pensamiento crítico en estudiantes de básica media. Revisión sistemática. Revista Interdisciplinaria de Humanidades, Educación, Ciencia y Tecnología, 11(21), 140-157. https://n9.cl/p5xjg
Molina, T., Lizcano, C., Burbano, L., e Isea, J. (2025). Metacommunicative discourse as a tool for learning in the classroom. Revista Conrado, 21(103), e4353. https://n9.cl/30pax
Pekrun, R. (2021). Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable. Educational Psychologist, 56(4), 312-322. https://n9.cl/n737n
Raković, M., Bernacki, M. L., Greene, J. A., Plumley, R. D., Hogan, K. A., Gates, K. M., & Panter, A. T. (2022). Examining the critical role of evaluation and adaptation in self-regulated learning. Contemporary Educational Psychology, 68, 102027, https://n9.cl/ajbjr
Shahi, A., Amiri, M., & Ebrahimi, L. (2024). The effectiveness of teaching self-regulatory strategies on attention deficit, social adjustment, and self-efficacy in children with Attention -Deficit/Hyperactivity Disorder. Scientific Journal of Rehabilitation Medicine, 13(April), 106-119. https://n9.cl/q1iuu
Agrawal, S., Smith, C. A., Bögli, S. Y., Placek, M. M., Cabeleira, M., White, D., Daubney, E., Young, A., Beqiri, E., Kayani, R., O’Donnell, D., Pathan, N., Watson, S., Maw, A., Ganrett, M., … Smielewski, P. (2025). Status of cerebrovascular autoregulation relates to outcome in severe paediatric head injury: STARSHIP, a prospective multicentre validation study. EClinicalMedicine, 81, 103077. https://n9.cl/zzorg7
Von Feigenblatt, O. (2013). Integrating theory and practice in business education. Vivat Academia, (123), 94-99. https://n9.cl/4s817s
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Carol Ivone Ullauri-Ullauri
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
CC BY-NC-SA : Esta licencia permite a los reutilizadores distribuir, remezclar, adaptar y construir sobre el material en cualquier medio o formato solo con fines no comerciales, y solo siempre y cuando se dé la atribución al creador. Si remezcla, adapta o construye sobre el material, debe licenciar el material modificado bajo términos idénticos.
OAI-PMH URL: https://fundacionkoinonia.com.ve/ojs/index.php/epistemekoinonia/oai
