Abstract* Self-regulated learning (SRL) is one of the most important factors that support effective learning in the field of STEM education. The aim of this research is to document the present state of the world of research, determine the main research areas of SRL research in STEM education, and analyze future trends of SRL study for STEM education. The bibliometric analysis was conducted on the articles published in the journals indexed in the Scopus database using VOSviewer and Biblioshiny. Using Scopus data retrieved on 10 January 2026, English-language peer-reviewed empirical journal articles focusing on self-regulated learning in STEM education (2010–2026) were screened following PRISMA 2020 guidelines. Good interrater reliability was achieved during title-abstract (κ = 0.693) and full-text screening (κ = 0.832), resulting in 228 eligible studies for analysis. The results indicate that SRL is a field of study that is in the middle and integrated with other fields such as cognitive-metacognitive processes, learning instructional design, and learning environment technology. Long-term themes and their focus include learning motivation, academic achievement, and metacognition, defined as the thinking processes that play a role during the learning process. However, recent topics emerging as key focuses have a more technological aspect than SRL as a whole, such as generative GenAI, virtual reality, and gamification, which have yet to be widely developed within the broader SRL context. The results recommend that a combination of the traditional SRL paradigm and new technology can be used in making the learning process more adaptive and process-oriented in learning STEM.
Musyaddad et al. (Mon,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: