The Key Connection Between the Elements of Self-Regulated Learning (SRL) and Mathematics Performance: Literature Review

This conceptual paper is based on the review of literature on Self-Regulated Learning (SRL), its elements and link to performance in Mathematics. Over the past decades, SRL has been studied extensively. According to empirical investigations, Self-efficacy, Motivation, and Metacognition have been linked to a student’s achievement. In this paper, a conceptual review on the elements of SRL is offered. It also discusses whether there is a link between the elements of SRL such as Self-efficacy, Motivation, and Metacognition with the performance of Mathematics among secondary students. According to researchers and many educators, the capacity for SRL is essential for academic achievement. It is described as a multifaceted, dynamic process that combines cognitive, motivational, and emotional components. A growing amount of evidence supports the idea that cognitive self-regulation can be taught and that students who employ these abilities tend to do better in the subject area in which they are used. As a result, researchers have started to focus on understanding the elements of SRL. In this paper, the theories will first be highlighted. This will be followed by explanations on emotions and self-efficacy in SRL and then the motivation in SRL will be explicated. The study will address metacognition in SRL and then it will demonstrate on SRL and performance. Additionally, SRL will provide the information on the significance of the study after the discussion.