Abstract

Self-regulated learning is a key variable for academic success. The aim of this research was to systematize descriptively empirical research on self-regulated learning in high school students in the period 2015 to 2020. The systematic review methodology PRISMA-P was used. Twenty-one articles were selected. The results showed that (1) the research was mainly concentrated in Europe and Asia, (2) the sample was between 101 and 500 students, (3) the most employed design was correlational, (4) the most addressed variables were learning strategies, (5) the most used instrument to measure ARA was that of Pintrich, Smith, Garcia & McKeachie (1991), and (6) the limitations involved aspects of internal and external validity of the research. The methodological inadequacies identified could jeopardize the favorable impact of the interventions; in Latin American it is necessary to advance in the design of research with high validity, this would guarantee obtaining the expected results.