Self-Regulated Learning of University Students: A Bibliometric Review in Scopus

Abstract

A student's ability to structure, monitor and evaluate his or her own learning is known as self-regulated learning and is characterized as a process of self-reflection and action. The present study aimed to conduct a worldwide literature review in Scopus on self-regulated learning of university students during the period 2003-2023. It was a bibliometric analysis that defined the metrics of scientific production. The indicators were obtained from 615 documents chosen from the Scopus database using keywords in English ("self-regulated learning", "university students"). The results show that between 2017 and 2022 there was a spike in the number of papers published on the subject (51.5%). The highest scientific production rate is found in the United States (13.8%; n=105), and the highest publication rate in the Education University of Hong Kong (n=10). The journals Asia Pacific Education Researcher, Learning and Individual Differences and Sustainability Switzerland published 10 papers each, while the most cited journal was Computers and Education with 1061, with authors Liang, J.C. and Tsai, C.C., being the most cited (n=7 papers, 338 citations). From the studies analyzed, it is concluded that self-regulated learning in university students has increased in production, authorship and thematic diversity, with changes depending on the social, cognitive and academic development of the students, as well as the process in different educational environments and pedagogical practices.