Self-Regulated Learning and Academic Achievement in Higher Education: A Decade Systematic Review

Academic success relies not only on mastering subject knowledge but also on developing self-regulated learning (SRL) skills. Many students, however, struggle with effective SRL strategies, hindering their ability to manage self-directed learning and lowering academic performance. This systematic review analyzed 70 studies published over the past decade, focusing on the impact of different SRL phases and strategies on academic achievement. Following PRISMA guidelines, 1,912 studies were initially identified, with 70 studies included in the final analysis. Results indicate that effective SRL strategies, particularly in complex and self-directed learning tasks, significantly improve performance. While Cognitive and metacognitive strategies in the performance phase have been extensively studied, whereas motivation regulation strategies and the self-assessment phase remain comparatively underexplored. Research focus on individual phases and strategies, with less emphasis on the full SRL cycle, especially the self-assessment phase. Moreover, SRL’s influence on non-academic outcomes, such as learning satisfaction and dropout intentions, is shaped by emotional experiences and perceptions of the learning environment. These findings highlight the need for educators to integrate SRL strategies into supportive learning environments to promote academic and emotional success. Future research should address gaps in understanding the full SRL cycle and its broader effects on learning outcomes.