Examining the Role of Self-Regulated Learning in Enhancing Academic Performance and Motivational Persistence among Students
Keywords:
Self-regulated learning, academic performance, motivational persistence, academic motivation, learning strategies, school educationAbstract
This study aims to systematically examine the role of self-regulated learning in improving students’ academic performance and motivational persistence based on existing research evidence. This study employed a qualitative review design using interpretive content analysis. The research population consisted of published studies related to self-regulated learning, academic performance, and academic motivation. Through purposive sampling and theoretical saturation, 15 high-quality research articles were selected. Data collection was conducted exclusively through literature review, and the selected texts were analyzed using NVivo software (version 14). The analytical process involved open, axial, and selective coding, which led to the extraction of core themes and the development of an integrated conceptual framework. The findings revealed that self-regulated learning, through cognitive, motivational, emotional, and behavioral mechanisms, significantly enhances academic performance and motivational persistence. Key components identified included goal setting, progress monitoring, time management, academic self-efficacy, emotional regulation, and compensatory learning strategies, all of which contribute to increased academic engagement, reduced academic burnout, and improved educational well-being. Self-regulated learning represents a fundamental competency for students’ academic success and sustained motivation, and integrating self-regulation skills training into school curricula can substantially improve learning quality and educational outcomes.
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