Impact of Self‐Regulated Learning Programs in Primary Education: A Systematic Review Olid Luque, Marta Ayllón Salas, Patricia Arco Tirado, José Luis Fernández Martín, Francisco Domingo academic performance primary education self‐regulated learning self‐regulated learning programs systematic review This work was funded by Porticus and the Tomillo Foundation, through the R+D+i Project entitled “Evaluation of the Itinerario + EducationalModel ‐ Phase I” Reference CNT4547. Universidad de Granada/CBUA. 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. 2024-11-19T13:07:54Z 2024-11-19T13:07:54Z 2024-11-19 journal article Olid‐Luque, M., Ayllón‐Salas, P., Arco‐Tirado, J. L., & Fernández‐Martín, F. D. (2024). Impact of Self‐Regulated Learning Programs in Primary Education: A Systematic Review. Psychology in the schools, 1-22. https://doi.org/10.1002/pits.23352 https://hdl.handle.net/10481/97107 10.1002/pits.23352 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional Wiley