یادگیری خودتنظیمی در بافت‌های آموزشی مختلف: مرور نظام‌مند کیفی

پدرام نعمتی‌فر; مریم پاکزاداندیش

Authors

Pedram Nematifar Department of Cognitive Psychology, Shahid Beheshti University, Tehran, Iran Author
Maryam Pakzadandish Department of Family Counseling, Alzahra University, Tehran, Iran Corresponding author

Keywords:

Self-regulated learning, qualitative systematic review, learning strategies, academic motivation, educational contexts

Abstract

This study aimed to synthesize and explain the components, contextual factors, and outcomes of self-regulated learning across diverse educational settings through a qualitative systematic review. A qualitative systematic review approach was employed, and data were collected exclusively through a structured review of the relevant literature on self-regulated learning. Following systematic searching and the application of inclusion and exclusion criteria, seventeen eligible studies were selected for final analysis. Data were analyzed using thematic qualitative analysis with NVivo software (version 14). Coding was conducted through open, axial, and selective stages, and the analysis continued until theoretical saturation was achieved. The findings indicated that self-regulated learning is a multidimensional and context-dependent process emerging from the interaction of cognitive and metacognitive components, motivational and emotional dimensions, and educational contextual factors. Core themes included the central role of learning strategies and metacognitive monitoring, the importance of self-efficacy and emotion regulation, and the influence of teachers, instructional design, and educational technologies. Moreover, outcomes such as enhanced academic achievement, deeper learning, active engagement, and readiness for lifelong learning were consistently reported. The results suggest that fostering self-regulated learning requires a comprehensive and context-sensitive approach that goes beyond teaching isolated strategies and can substantially enhance learning quality and educational success.

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