Self-Regulated Learning in Senior Secondary Education: Theory, Evidence, and Educational Implications

Abstract

Self-regulated learning (SRL) is a topic of considerable scholarly interest because of its high correlation with autonomous learning, academic achievement, metacognition, motivation, and emotion regulation. This narrative review examines theoretical, empirical and methodological developments in the field of research concerning self-regulated learning published between 2015 and 2025 on senior secondary students. This paper aims to fill a research gap related to the analysis of the issue in question in senior secondary educational settings. Articles were identified through Scopus, ERIC, Web of Science, and Google Scholar databases. Following a screening process, 40 articles were selected for interpretive synthesis after meeting the inclusion criteria. Three SRL models, namely the cyclical phases model of Zimmerman, the COPES model of Winne and Hadwin and the metacognitive and affective model of self-regulated learning (MASRL) by Efklides, are reviewed. The findings demonstrate that SRL among senior secondary students is determined by the degree of congruence between motivational beliefs, metacognitive abilities, emotion regulation skills, teacher scaffolding, peer interactions, digital learning environment, and context of classroom teaching. An increasing tendency to use mixed methods, trace-based methods, think aloud approach, reflective diaries, and technology-based measurement of SRL. Overall, the review indicates that late adolescence is certainly a distinctive developmental phase with three major characteristics: examination pressure, identity formation, and emotional instability as well as readiness to change. The current SRL review provides a developmentally informed perspective on self-regulated learning and offers important recommendations for curriculum planning, assessing SRL in classrooms, and teacher education.