THE IMPACTS OF SELF-REGULATED LEARNING ON UNIVERSITY STUDENTS: A SCOPING REVIEW
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Abstract
Students require self-regulated learning (SRL) skills to survive and succeed in academia. SRL is a dynamic process where the learner activates and maintains their actions, thoughts, and emotions to achieve the goals that the individual has set. This study aims to identify and summarize the existing literature on the impact of SRL on university students. This scoping review was conducted and reported based on the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. A total of six databases were involved in the process of searching for relevant literature using keywords such as “self-regulated learning” and “college/university student”. Literature selection was based on six inclusion criteria and three exclusion criteria. A total of 654 articles were published between 2014 and 2024. The literature was selected based on six inclusion criteria and three exclusion criteria, and evaluated for eligibility based on four criteria (participants, theoretical framework, measurements, and results). Based on the inclusion, exclusion, and eligibility criteria; 16 articles were obtained. From the sixteen articles, 12 impacts of SRL were obtained. The twelve impacts of SRL were categorized based on ecological theory, divided into three levels: personal, microsystem, and mesosystem. By knowing the various impacts of SRL on students, it is expected that higher education organizers or practitioners can raise awareness about the importance of providing guidance to improve/maintain students' SRL.
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