EXPLORING RESEARCH ON SELF-REGULATED LEARNING IN HIGHER EDUCATION: A BIBLIOMETRIC ANALYSIS OF THE SCOPUS DATABASE (2006 - 2026)
DOI:
https://doi.org/10.18173/2354-1075.2026-0063Keywords:
Self-regulated learning, Higher education, University students, Bibliometric analysis, Scopus databaseAbstract
Self-regulated learning (SRL) is a critical competence for academic success and lifelong learning, particularly in higher education, where learners must actively manage their own learning processes. This study aims to examine research trends related to SRL in higher education through a systematic bibliometric analysis of the Scopus database. A total of 665 peer-reviewed journal articles published between 2006 and 2026 were retained for analysis using VOSviewer software, selected from an initial pool of 1,695 records through a two-stage screening procedure. The findings identify four distinct phases of publication growth, with a marked surge from 2019 onward; the United States leads in research output (20.7%), followed by China, Germany, Taiwan, and South Korea. Core thematic clusters center on metacognition, motivation, self-efficacy, and learning strategies, while recent publications reflect a marked shift toward technology-enhanced SRL contexts, encompassing online learning, learning analytics, and artificial intelligence applications. These findings offer a robust empirical foundation for researchers, educators, and policymakers in identifying knowledge gaps and prioritizing future research directions, particularly within AI-integrated learning environments.
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