Promoting Self-Regulation in Higher Education: A Literature Review
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Published:
Mar 1, 2023
Keywords:
Self-regulation, higher education, study success, literature review, students, factors, interventions
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Abstract
Abstract. Background. The problem of mental health and the length of time for graduation from students can be overcome with the ability to self-regulate. Self-regulation has a role for the study success of higher education students. Self-regulation can affect academic performance (GPA and other achievements), persistence, and anticipating procrastination behavior and academic delays. Self-regulation also affects the ability to adapt to various learning methods (offline, online, or blended learning). Not only being a predictor of academic achievement, self-regulation is also a predictor of one's success at the beginning of a professional career. Objective. This study aims to identify the factors of self-regulation and ways to increase self-regulation behavior of higher education students. Method. A systematic review was conducted by searching bibliographies through ResearchGate and PubMed, using the keywords: self-regulation in higher educations and factors of self-regulation in higher educations. Results. Eight manuscripts were found which were comprehensive and relevant to the study objectives. The backgrounds of the students who were the respondents for these eight manuscripts were from universities in Belgium, Spain, Russia, Brazil, the Netherlands, Iran, New Zealand, and Romania. Conclusion. There are several factors that were found to have a significant correlation with self-regulation, namely: learning patterns, critical thinking, conceptions of feedback, peer feedback, autonomous motivation, perceived autonomy support, academic year, age, and type of higher education. Then there are a number of interventions that can be given to improve self-regulation, namely: life narrative reflection, peer feedback and chatbot.
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Main Article Content
Abstract
Abstract. Background. The problem of mental health and the length of time for graduation from students can be overcome with the ability to self-regulate. Self-regulation has a role for the study success of higher education students. Self-regulation can affect academic performance (GPA and other achievements), persistence, and anticipating procrastination behavior and academic delays. Self-regulation also affects the ability to adapt to various learning methods (offline, online, or blended learning). Not only being a predictor of academic achievement, self-regulation is also a predictor of one's success at the beginning of a professional career. Objective. This study aims to identify the factors of self-regulation and ways to increase self-regulation behavior of higher education students. Method. A systematic review was conducted by searching bibliographies through ResearchGate and PubMed, using the keywords: self-regulation in higher educations and factors of self-regulation in higher educations. Results. Eight manuscripts were found which were comprehensive and relevant to the study objectives. The backgrounds of the students who were the respondents for these eight manuscripts were from universities in Belgium, Spain, Russia, Brazil, the Netherlands, Iran, New Zealand, and Romania. Conclusion. There are several factors that were found to have a significant correlation with self-regulation, namely: learning patterns, critical thinking, conceptions of feedback, peer feedback, autonomous motivation, perceived autonomy support, academic year, age, and type of higher education. Then there are a number of interventions that can be given to improve self-regulation, namely: life narrative reflection, peer feedback and chatbot.