Аннотация
This review aimed at investigating how self-regulated learning (SRL) strategies impact academic performance and providing thoughts on how these strategies relate to learning outcomes. In this study, the methodology for reviewing literature is comprehensive, with a systematic literature search conducted within the Dimensions database. A rigorous selection procedure yielded 25 articles relevant for the actual analysis. The review organized the findings under three main themes: Effective Strategies, Cognitive and Metacognitive Engagement, and Motivation and Emotional Regulation. The synthesized framework illustrates the interplay of these themes, highlighting the contribution of SRL strategies in enhancing the learning process and thereby improving academic performance. The authors consider that the study implications are for educators, policymakers, and researchers, who can benefit from practical enhancements to learning environments. Despite certain limitations, this review acts as a stepping stone toward further research. This review recommends cross-cultural studies, longitudinal research, and a further probe into technology-mediated SRL strategies, which will then broaden the understanding of the multidimensional relationship between SRL and academic performance.