Effects of Self-Regulated Learning Interventions on Motivation, Self-Efficacy, and Academic Performance of Biology Students: A PRISMA-Based Systematic Review

Abstract

Self-regulated learning (SRL) has emerged as a critical competency for academic success in the 21st century, particularly in science education. This systematic review examined empirical studies on the effectiveness of SRL interventions in motivating, self-efficacy, and improving academic performance among biology students. Using the PRISMA 2020 framework, the study systematically analysed peer-reviewed articles published between 2014 and 2025 across the Google Scholar, Mendeley, and ResearchGate databases. A total of 84 relevant articles were initially identified, of which 16 studies met the inclusion criteria after the screening process. The findings reveal that SRL interventions consistently have positive effects on students' academic performance, with most studies reporting significant improvements in achievement. However, results on motivation and self-efficacy were mixed, with some studies reporting significant positive effects while others found no significant differences. The analysis revealed that only 16% of reviewed studies focused on pre-service teachers, highlighting a significant gap in teacher-centered SRL research. The review underscores the need for structured and context-specific SRL intervention modules tailored to biology education, particularly in developing-country contexts.