Unpacking Influences of Socioeconomic Status and Self-Regulation on Transition to Higher Education: A Systematic Review

Abstract

This paper examines the impact of socioeconomic status (SES) and self-regulation on students' transition to higher education. A systematic review was conducted using the SCOPUS and Web of Science (WOS) databases, focusing on empirical studies published between 2013 and 2024. From this search, 71 relevant articles were identified. The analysis revealed that both SES and self-regulation significantly influence students' adjustment to higher education. Four key themes related to SES emerged: financial constraints and access limitations, family support, academic and social integration, and coping strategies. Similarly, four themes were identified for self-regulation: academic performance and success, cognitive regulation and learning strategies, emotion regulation and well-being, and motivation. The interplay between SES and self-regulation was also explored, underscoring the need for further research to promote inclusivity in higher education. Insights gained from this review highlight the importance of addressing individual differences, enabling institutions to better support students during their transition to university life. The review also acknowledges its limitations, calling for continued research in this field.