Self-Regulation and Students Well-Being: A Systematic Review 2010–2020

Susana Rodríguez, Rocío González-Suárez, Tania Vieites, Isabel Piñeiro and Fátima M. Díaz-Freire
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Susana Rodríguez: Department of Psychology, University of A Coruña, A Coruña 15008, Spain
Rocío González-Suárez: Department of Psychology, University of A Coruña, A Coruña 15008, Spain
Tania Vieites: Department of Psychology, University of A Coruña, A Coruña 15008, Spain
Isabel Piñeiro: Department of Psychology, University of A Coruña, A Coruña 15008, Spain
Fátima M. Díaz-Freire: Department of Psychology, University of A Coruña, A Coruña 15008, Spain

Sustainability, 2022, vol. 14, issue 4, 1-26

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.

Keywords: learning self-regulation; well-being; quality of life; students; education; systematic review (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
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