Self-Regulated Learning and Academic Achievement in Higher Education
DOI:
https://doi.org/10.54518/nes.1.2.2023.1229Keywords:
Self-Regulated Learning, Academic Achievement, Higher Education, Metacognition, Self-Efficacy, Learning MotivationAbstract
Self-regulated learning (SRL) has become an essential competency for promoting academic achievement and lifelong learning in higher education. This study examines the relationship between self-regulated learning and academic achievement through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Relevant studies published between 2019 and 2022 were systematically identified from major academic databases and analyzed using thematic analysis. The findings indicate that self-regulated learning positively influences academic achievement by strengthening learning strategies, metacognitive awareness, self-efficacy, learning motivation, and independent learning. Students with strong self-regulated learning skills demonstrate better academic performance because they actively plan, monitor, and evaluate their learning processes. However, challenges including poor time management, procrastination, limited metacognitive skills, and varying levels of motivation continue to affect successful implementation. The study concludes that higher education institutions should strengthen instructional practices that promote learner autonomy, reflection, and strategic learning to improve academic success and support lifelong learning.
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