Work

A systematic review on the development of self-regulated learning

Year: 2026

Type: review

Abstract: This systematic review investigates the developmental trajectory of self-regulated learning (SRL), emphasizing its critical role in academic and lifelong learning. Despite its importance, limited understanding exists regarding SRL's progression across different educational stages and the factors influencing its development. The review synthesizes current research, revealing a clear developmental pattern where executive functions (EF) and metacognitive knowledge become more sophisticated from early childhood through primary school. However, a concerning decline in SRL strategy use is observed during the transition from primary to secondary school, despite continued improvement in metacognitive knowledge and accuracy. This decline, identified through both cross-sectional and longitudinal studies, challenges the assumption that SRL naturally improves with age, highlighting the need for targeted interventions during this critical transition period. The findings underscore the importance of early and sustained support for SRL development, informing educational practices and policies aimed at fostering these skills. The review also emphasizes the necessity for future research to employ rigorous methodologies, longitudinal designs, and consider contextual and motivational factors to deepen our understanding of SRL development. By elucidating these developmental processes, the review contributes to the advancement of educational theory and practice, with significant implications for promoting academic success and lifelong learning. The insights gained from this review highlight the multifaceted and dynamic nature of SRL development, advocating for targeted educational interventions to support the cultivation of self-regulation skills in children and adolescents.

Source: Learning and Instruction

DOI: 10.1016/j.learninstruc.2026.102433

Authors: Charlotte Dignath, Bernadette van Berk, Stella Vosniadou

Institutions: Goethe University Frankfurt, Individual Development and Adaptive Education, Flinders University

Language: English

Topic: Innovative Teaching and Learning Methods

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: hybrid

Estimated APC paid: $4,580