Analyzing the Impact of Self-Regulated Learning on Academic Performance and Student Engagement
DOI:
https://doi.org/10.56294/dm20261335Keywords:
Self-regulated learning, Learning, Students, achievementAbstract
Self-Regulated Learning (SRL) refers to students’ ability to manage and control their own learning processes, and it has been widely recognized as a key predictor of academic achievement and student engagement. Despite the growing volume of SRL research, a Scopus-based analysis indicates that studies specifically examining the relationship between SRL, achievement, and engagement remain limited. This gap restricts the development of more comprehensive educational strategies that maximize student learning outcomes.
This study aims to analyze trends in SRL research within the 2020–2024 period, particularly focusing on how SRL relates to academic achievement and student engagement, and to identify underexplored themes that require further investigation.
Results: The analysis reveals that although SRL has been extensively studied, research explicitly linking SRL to academic achievement and student engagement remains scarce. Network visualization shows that Cluster 5 contains the least-developed themes, including achievement goals, learning strategies, metacognition, and motivation indicating that these topics require deeper exploration. Overlay visualization further demonstrates that the peak of SRL-related research occurred in mid-2021 and throughout 2022, followed by a noticeable decline in 2023 and 2024. Density visualization confirms that while SRL is a widely researched construct, studies investigating its direct impact on achievement and engagement are still relatively limited.
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