Self-efficacy and Self-Regulated Learning in Students: A Systematic Review Introduction

Muhaimin Azis Pratama; Iswinarti

doi:10.59890/ijels.v3i4.19

Authors

Muhaimin Azis Pratama Universitas Muhammadiyah Malang
Iswinarti Universitas Muhammadiyah Malang

DOI:

https://doi.org/10.59890/ijels.v3i4.19

Keywords:

Self-efficacy and Self Regulated Learning

Abstract

Self-efficacy and self-regulated learning (SRL) are two essential aspects of the learning process that are interrelated and influential in students’ academic achievement. This systematic review aims to examine the relationship between self-efficacy and SRL, as well as identify the factors that influence their development across various educational settings. Self-efficacy refers to an individual's belief in their ability to accomplish tasks, while SRL reflects students' ability to independently manage, monitor, and evaluate their learning process. Based on an analysis of 14 selected journals from a total of 650 articles, the findings show that self-efficacy positively correlates with SRL and can act as a mediator in the learning process. External factors such as social support, teacher roles, gender, and instructional approaches significantly affect both constructs. Furthermore, traditional game-based interventions are proposed as effective and age-appropriate methods for enhancing self-control, which is closely linked to both self-efficacy and SRL. These findings offer important insights for educators and education practitioners in designing learning strategies that foster student independence and self- confidence.

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