Systematic review of the literature on interventions to improve self-regulation of learning in first-year university students

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dc.contributor.authorSimón Grábalos, David
dc.contributor.authorFonseca Escudero, David
dc.contributor.authorAláez, Marian
dc.contributor.authorRomero Yesa, Susana
dc.contributor.authorFresneda Portillo, Carlos
dc.date.accessioned2025-05-30T12:05:48Z
dc.date.available2025-05-30T12:05:48Z
dc.date.issued2025-03-17
dc.date.updated2025-05-30T12:05:47Z
dc.description.abstractPrevious 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.en
dc.description.sponsorshipThis research was funded by the projects “Self-Regulation in the Learning Process: Mitigating the Risk of Early Dropout” and “AI and Machine Learning Models to Predict and Reduce Early Dropout in Combination with Tutoring and Self-Regulated Learning Improvement (IA3T4DOR)”, from the IX and XACMResearch Project Calls 2023 and 2024, with references as follows: ACM2023_27, ACM2024_21en
dc.identifier.citationSimón-Grábalos, D., Fonseca, D., Aláez, M., Romero-Yesa, S., & Fresneda-Portillo, C. (2025). Systematic review of the literature on interventions to improve self-regulation of learning in first-year university students [Review of Systematic review of the literature on interventions to improve self-regulation of learning in first-year university students]. Education Sciences, 15(3). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/EDUCSCI15030372
dc.identifier.doi10.3390/EDUCSCI15030372
dc.identifier.eissn2227-7102
dc.identifier.urihttp://hdl.handle.net/20.500.14454/2882
dc.language.isoeng
dc.publisherMultidisciplinary Digital Publishing Institute (MDPI)
dc.rights© 2025 by the authors
dc.subject.otherFirst-year students
dc.subject.otherSelf-regulated learning
dc.subject.otherSystematic review
dc.subject.otherTutorial intervention
dc.subject.otherUniversity/higher studies
dc.titleSystematic review of the literature on interventions to improve self-regulation of learning in first-year university studentsen
dc.typereview
dcterms.accessRightsopen access
oaire.citation.issue3
oaire.citation.titleEducation Sciences
oaire.citation.volume15
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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