A systematic review of studies on self-regulated learning in Higher Education Mathematics

Abstract This systematic review sought to analyze studies on self-regulated learning (SRL) in Higher Education Mathematics. The applied methods were based on the PRISMA recommendation. The searched databases were Scielo, ScienceDirect, Scopus, and Web of Science, and the eligibility criteria were defined from the elements of the population (higher education students), context (mathematics), and concept (SRL) without restriction as to period and language of the publications. Twenty-eight studies from 2008 to 2021 were included, almost half conducted in the United States. Twelve studies conducted interventions aimed at promoting students' SRL. The results support the effectiveness of interventions in promoting mathematics SRL in higher education. The remaining research, in general, sought to examine the effects of motivational and emotional factors, learning strategies, and study management on mathematics SRL. The results point out that motivational factors, especially self-efficacy, are good predictors of academic performance. Studies on SRL in the specific context of mathematics in higher education are growing, and there is still much to be explored, especially in Brazil. Limitations and suggestions for future research are discussed at the end of the review.

摘要 本系统综述旨在分析高等教育数学领域内关于自我调节学习（Self-Regulated Learning，SRL）的相关研究。本研究采用的方法遵循PRISMA指南的推荐规范，检索的数据库包括Scielo、ScienceDirect、Scopus及Web of Science。纳入标准基于研究对象（高等教育学生）、研究场景（数学学科）及核心概念（SRL）确定，未对发表时间与语言设置限制。最终纳入2008至2021年间的28项研究，其中近半数研究在美国开展。其中12项研究开展了旨在提升学生SRL水平的干预实验，结果证实此类干预对提升高等教育数学领域学生的SRL水平具有有效性。其余研究则主要探究动机与情感因素、学习策略及学业管理对数学领域SRL的影响效应，结果表明，动机因素尤其是自我效能感（Self-Efficacy）可有效预测学业表现。针对高等教育数学特定场景下SRL的研究数量正逐年增长，但仍有诸多议题有待探索，尤其是在巴西地区。本综述文末将探讨本次研究的局限性，并对未来研究方向提出建议。