Systematic Review of the Literature on Interventions to Improve Self-Regulation of Learning in First-Year University Students
Bibliographic Data
| ID | 22047128 |
|---|---|
| Authors | David Simón-Grábalos (0000-0002-3578-4787, Universitat Ramon Llull, corresponding author), David Fonseca (0000-0002-1668-8650, Universitat Ramon Llull, corresponding author), Marian Aláez (0000-0002-5753-4658, Universidad de Deusto), S ROMERO (0000-0002-6378-4039, Universidad de Deusto), Carlos Fresneda-Portillo (0000-0002-4322-0113, Universidad Loyola Andalucía) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Pages | 372 |
| Publication date | 2025-03-17 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15030372 |
| OpenAlex | W4408524224 |
| Language | EN |
| Citations received | 11 |
| References cited | 55 |
Previous research has shown a significant percentage of dropouts in university studies, particularly in the first years. Furthermore, evidence links higher motivation and curricular improvement in students when they enhance their self-regulated learning (SRL). A systematic review was conducted using the PRISMA method to identify and analyze interventions to improve SRL in first-year undergraduate students. The interventions analyzed addressed student learning, classroom management by teachers, evaluation processes, and administrative management. Additionally, the need for a holistic and continuous approach was identified, covering cognitive, metacognitive, motivational, behavioral, and affective dimensions. The combination of self-perception questionnaires and academic grades was the most used strategy to measure intervention effectiveness. These findings emphasize the importance of adapting interventions to specific contexts and ensuring their continuity to maximize the impact on the development of students’ self-regulated learning. The results reveal a high heterogeneity in the approaches applied, highlighting the most effective techniques as follows: specialized workshops, the use of virtual tools, and group and individual tutoring. Intracurricular interventions, integrated within course content and led by the faculty, demonstrated greater success by embedding SRL strategies into the teaching–learning process. In contrast, extracurricular interventions, conducted by tutors or academic advisors, faced challenges related to student motivation and participation
Mathematics education · Medical education · MEDLINE · Pedagogy · Political science · Psychological intervention · Systematic review · Education and Learning Interventions · Healthcare Education and Workforce Issues · Medicine · Psychology
Beyond Content Delivery
Principals as Pedagogical Leaders
Enhancing Online Learning Outcomes Through a Theory-Driven Intervention
Self-regulated learning as a mediational pathway
Automated motivational support and academic self-regulation
Measuring Availability and Production of Primary Students' Self‐Regulated Learning Strategies During Inquiry‐Based Science Education
Critical thinking and self-regulated learning in Indonesia primary schools
Psychological well-being, perceived institutional support, and intentions to drop out among college students
Observed changes in social-emotional and moral development following creative drama activities in primary school children
Foregrounding motivational climate in university physical education
Moderating effects of stigma-related barriers on ethnic identity dimensions and mental health service utilization among Black adults in the US
Self‐Regulation and Learning
The Oxford Handbook of Self-Determination Theory
Self‐regulation and learning strategies
Pico, Picos and SPIDER
Effects of self-assessment on self-regulated learning and self-efficacy
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Assessing self-regulated learning in higher education
The Covid-19 pandemic and mental health of first-year college students
Self-regulated learning strategies & academic achievement in online higher education learning environments
Becoming a self-regulated learner
Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation
PRISMA 2020 explanation and elaboration
Academic Emotions in Students' Self-Regulated Learning and Achievement
Settle Down
Design, Validity and Effect of an Intra-Curricular Program for Facilitating Self-Regulation of Learning Competences in University Students with the Support of the 4Planning App
Examination of the effectiveness of the task and group awareness support system used for computer-supported collaborative learning
Understanding the dynamics of college transitions between courses
Depression, Anxiety, and Stress Scale
The challenge of change
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Autorregulación del Aprendizaje
Fostering EFL university students’ motivation and self-regulated learning in writing
Teaching note
The "What" and "Why" of Goal Pursuits
Grit
Building a practically useful theory of goal setting and task motivation
Becoming a Self-Regulated Learner
| Citations per year | 11 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |