Promoting self-regulated learning to reduce educational inequalities

Abstract

Educational research has documented the role of self-regulated learning in promoting academic achievement. The ability of students to engage in learning by setting appropriate goals, maintaining motivation, closely monitoring their achievements, and adapting the use of strategies are critical skills that should be a central and explicit focus of education. Disadvantaged students may have less access to educational resources and fewer metacognitive strategies.

Ensuring an equitable distribution of opportunities has become a major challenge for education systems, and interventions that focus on promoting the metacognitive aspects of learning can play a strategic role.

This paper aims to review research on the role of self-regulated learning in promoting educational success, with a particular focus on the strategic role of self-regulated interventions in reducing inequalities.