Self-regulating strategies for learning and teacher training: a systematic review of the period 2014-2019

Abstract

Abstract This study carried out a systematic review of self-regulating strategies for learning in works defended between 2014 and 2019, using the descriptors “learning strategies”, “self-regulation of learning” and “self-regulated learning”. Thirteen dissertations and 5 theses were analyzed and defended in 22 universities (15 public and seven private ones). Most of them are from the Southeast and South regions of Brazil. The undergraduate level was the most researched, with the majority of studies using the descriptive-correlational design and the quantitative approach. The main themes were the use of self-regulation/learning strategies by students. The work with teachers focused on interventions in pre-and in-service training. Finally, we point out gaps and contributions to education.