Balloo, Kieran 
ORCID: https://orcid.org/0000-0002-1745-4653 and Panadero, Ernesto and Winstone, Naomi
(2020)
A systematic review of interventions targeting self-regulation in higher education.
In: 2020 AERA Annual Meeting [Cancelled], 17 Apr - 21 Apr 2020, San Francisco, United States.
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Abstract
Many interventions have been designed to facilitate higher education students’ self-regulation, so it would be beneficial to identify what approaches have been evaluated in previous research, and understand more about the components of self-regulation they have targeted. This study presents a systematic review of this previous research. A search of databases for studies published between 1st January 2000 and 31st August 2018 resulted in 230 studies being included in a qualitative synthesis. We categorized the interventions and coded the components of self-regulation targeted within each study. The most prevalent interventions included scaffolds/prompts and strategy training programs. Metacognitive self-regulation was most commonly targeted by the interventions. We discuss how some components of self-regulation receive far less attention in intervention studies.
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