EVOLUTION OF THE CONCEPT OF SELF-REGULATION IN EDUCATIONAL GUIDANCE: A SYSTEMATIC LITERATURE REVIEW

Abstract

Self-regulation in educational processes has been a topic widely studied by the scientific community, with approximately 800 articles available online. In the last decade, scientific production has increased, and its thematic links have diversified. The objective of this study was to carry out a systematic literature review in Scopus, Web of Science, and ProQuest between 1975-2020. The study consists of two parts. The first led to the identification of the state of the art limited to 133 scientific articles, of which 100 are open access and 28 have more than 5 citations. The latter were selected for a more detailed study. The second sought to answer questions about current trends and issues. The findings confirm that the number of publications has increased considerably in the last two decades, both in basic and higher education. In addition, it is found that the study trends in selfregulation are oriented towards distance education, the exploration of the cognitive-motivational variables involved, the experiences in physical education and educational guidance of parents and teachers. Finally, for the next decade, guidance is expected to continue contributing to the strengthening of cognitive-motivational elements in new settings such as virtual environments and new disciplines such as nutrition and physical education.