Self-regulated learning interventions in Latin America: A systematic review of experimental and quasi-experimental studies (2020-2025).

BACKGROUND: Latin American countries still face persistent gaps in educational achievement, which has increased interest in trainable learner variables in educational settings. Self-regulated learning (SRL) interventions have demonstrated positive effects worldwide; however, current systematic evidence specifically from Latin American educational contexts remains limited. OBJECTIVE: This systematic review synthesizes recent empirical evidence on experimental and quasi-experimental SRL-based interventions implemented in Latin American educational settings from 2020 to 2025, examining reported outcomes and methodological quality. METHOD: A systematic review followed PRISMA 2020 guidelines. Searches were conducted in Scopus, Web of Science, and SciELO, as well as through manual searches. Eligible studies used experimental or quasi-experimental designs and investigated SRL interventions in Latin American samples. Risk of bias was assessed with RoB 2.0 for randomized studies and ROBINS-I for non-randomized studies. Because of differences in interventions, outcome measures, and designs, results were summarized using a structured narrative approach. RESULTS: Fourteen studies met the inclusion criteria. Thirteen reported at least one positive outcome associated with SRL-based interventions. Reported benefits included improvements in learning strategies, metacognitive processes, academic self-efficacy, engagement, and task or academic performance. Effect sizes, when reported, ranged from small to large and were more frequently observed in longer, curriculum-integrated interventions. Methodological quality ranged from low to critical risk of bias, and several studies did not report standardized effect sizes. CONCLUSIONS: Most included studies reported improvements in at least one SRL-related outcome in Latin American educational settings; however, the magnitude, consistency, and methodological rigor of the evidence varied substantially across studies. The findings align with international literature demonstrating the trainability of self-regulatory skills and their relevance for improving learning processes and academic performance. Nevertheless, the regional evidence base remains limited, highlighting the need for more rigorously designed experimental studies and standardized reporting of intervention effects.