Abstract
In recent years, there has been particular interest in studying the relationship between student self-regulation and variables such as students’ well-being, satisfaction, and school engagement. Although in other fields such as healthcare, self-regulation in different areas seems to influence individuals’ well-being, this is not so well established in the educational arena. We performed a systematic search of research articles published between 2010 and 2020 which explored the relationships between self-regulation and student well-being. The present article presents a report of a systematic review of 14 research articles. The analysis showed that some executive functions and self-regulation strategies employed in the learning process, and some self-regulatory deficits are significantly associated with different dimensions of student well-being.
Highlights
The interaction between self-regulation and various educational and personal variables has been extensively studied in educational psychology for over twenty years
This meant that all of the studies we examined needed to look at student self-regulation where the outcome variable was academic well-being or quality of life
To perform we and usedonce the effect size measurements in each study to review against the the meta-analysis, eligibility criteria that evaluation was complete, a total because they indicate the magnitude of the effect produced in the variables
Summary
The interaction between self-regulation and various educational and personal variables has been extensively studied in educational psychology for over twenty years. It would not be precipitous to say that self-regulation of learning is based on a framework of bidirectional relationships which mediate between personal and contextual variables. In this context, over recent years there has been particular interest in the study of the relationship between self-regulation and variables such as student well-being, satisfaction, and school engagement. The present study centers on whether self-regulation skills in the educational context are associated with student well-being. Promoting student well-being is part of teaching, and we would expect learners’ self-regulatory skills to be associated with their well-being and academic satisfaction
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