Social Science and Human Research Bulletin

This systematic review explores the complex relationship between self-regulated learning (SRL) strategies and their impact on academic performance. The study uses rigorous methodology to analyze 25 articles selected from a comprehensive collection of literature to synthesize key themes. The review highlights that effective SRL strategies, such as goal setting, planning, monitoring, and adaptability, form the foundation for academic success. Cognitive and metacognitive engagement strategies, including rehearsal, elaboration, and organization, significantly enhance knowledge comprehension, retention, and application. Furthermore, motivation and emotional regulation, encompassing intrinsic motivation, emotion regulation, and self-efficacy, play a vital role in shaping students' attitudes, emotions, and behavior, ultimately influencing their academic performance. The synthesized framework comprehensively explains how these SRL components work harmoniously to optimize learning. These findings emphasize the importance of SRL in shaping successful educational experiences and have implications for educators and policymakers in enhancing learning environments. Future research can explore cross-cultural differences, longitudinal development, technology-mediated SRL, individual differences, effective teaching practices, and mixed-methods approaches to provide a more nuanced and comprehensive understanding of the relationship between SRL and academic performance. 

Self-regulated learning, academic performance, learning strategies, metacognitive engagement, cognitive engagement, motivation, emotional regulation, student achievement

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