The Role of Self-Regulated Learning as an Adaptive Strategy in Improving Academic Resilience of Final Year Students: A Literature Review

Abstract

Self-Regulated Learning (SRL) is one of the adaptive learning strategies that students can use to manage their learning process independently through several methods, namely planning, monitoring, and self-evaluation. This approach is particularly important for senior students facing complex academic pressures, such as completing theses, final projects, and preparing for entry into the workforce. These pressures often lead to a decline in learning motivation and can increase the risk of academic stress. Therefore, a strategy is needed to improve academic resilience, namely the ability to persevere, adapt, and recover from academic difficulties. This study aims to examine the role of self-regulated learning as an adaptive strategy in 777⁷7⁷q the academic resilience of final-year students through a literature review. Data sources were obtained from several articles indexed in Scopus, Sinta, and DOAJ, with criteria of publications within the last five years and relevance to the topics of self-regulated learning and academic resilience. The results of the review indicate that self-regulated learning has a positive and significant relationship with academic resilience through improvements in self-efficacy, time management, and stress control. Several previous studies have also identified self-regulated learning as a mediator or bridge between academic resilience and learning achievement, as well as one of the main factors contributing to time delay. These findings reinforce the notion that self-regulated learning in higher education can be an important strategy for supporting the academic success and mental health of final-year students.