Resumo

VALLES QUISPE, Brannly Jarley; CADENILLAS ALBORNOZ, Violeta  e  PEREA DEL AGUILA, Isabel Cristina. Self-regulation strategies in college students: A systematic review. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.40, pp.937-950.  Epub 03-Out-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i40.1185.

Self-regulation strategies involve the extent to which each student actively participates in their own learning process, which includes motivation, action, context, metacognition, and cognition. The objective of this article is to analyze the implications of self-regulation strategies for university students. Articles indexed in Scopus were considered as a methodology. Searches were conducted using the Boolean operators WITH, DOI, AND, and OR. For the analysis of inclusion criteria, open access articles were considered from 2021 to 2025, considering 18 Scopus articles, in English and Spanish. The results indicate that the development of self-regulation strategies improves students' academic performance and self-efficacy, especially those focused on metacognition. Furthermore, improved performance, overcoming challenges, and general well-being are facilitated by an educational environment that promotes emotional stability and self-control. In conclusion, feedback is an essential tool for fostering self-discipline, critical thinking, and independence in students.

Palavras-chave : Self-regulation strategies; College students; Autonomous learning; Skill development; Emotional self-regulation.

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