@misc{10481/97107,
year = {2024},
month = {11},
url = {https://hdl.handle.net/10481/97107},
abstract = {The aims of this systematic review were to identify, describe, and synthesize the characteristics and effectiveness of self‐regulatedlearning training programs on primary education students' self‐regulated learning and academic achievement. The study im-plemented a systematic review protocol that encompassed both primary and complementary literature searches to ensure thecomprehensive inclusion of unbiased studies. Subsequently, the results were analyzed by narrative content analysis. After theselection process, 10 studies were finally qualified for data extraction and review. The results revealed that the selected interventionshad a statistically significant positive impact and effectiveness in fostering students' self‐regulated learning. Additionally, many ofthem seemed to be effective in terms of improving pupils' academic performance. Nevertheless, this systematic review emphasizesthe necessity for additional studies employing robust evaluation research designs to enhance the quality of research in this domain.},
organization = {Porticus and the Tomillo Foundation CNT4547},
organization = {Universidad de Granada/CBUA},
publisher = {Wiley},
keywords = {academic performance},
keywords = {primary education},
keywords = {self‐regulated learning},
keywords = {self‐regulated learning programs},
keywords = {systematic review},
title = {Impact of Self‐Regulated Learning Programs in Primary Education: A Systematic Review},
doi = {10.1002/pits.23352},
author = {Olid Luque, Marta and Ayllón Salas, Patricia and Arco Tirado, José Luis and Fernández Martín, Francisco Domingo},
}