ABSTRACT This study explores cross‐national patterns of self‐regulated learning (SRL) and their association with mathematics achievement among students in six high‐performing East Asian education systems and the OECD average, based on PISA 2022 data from approximately 35,000 students. Contrary to the common assumption that high‐performing systems universally exhibit strong SRL, the findings reveal notable intra‐regional differences. Korea and Singapore demonstrate high levels of behavioural control and proactive engagement, whereas Chinese Taipei, Hong Kong (China), and Macao (China) show more limited SRL profiles despite achieving impressive academic results. These disparities indicate that structural discipline alone is insufficient to cultivate deep learning; instead, culturally mediated factors significantly influence SRL development. Drawing on socio‐cognitive and cultural‐historical theories, the study advocates for a systems‐level reconceptualization of SRL as both a teachable competency and a culturally embedded practice. The findings highlight the need for pedagogical interventions that are tailored to individual learners' needs, ongoing professional development for educators centred on SRL principles, and educational policies that foster learner autonomy and agency. The study also emphasises future research directions, including longitudinal studies on SRL development and the role of digital learning environments, which can mediate and enhance SRL among students.
Yan Zhu (Thu,) studied this question.