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Self-Regulated Learning in Geometry Problem-Solving from Kindergarten to Teacher Education: A Systematic Review of Studies Published from 2021 to 2026

Scolastika Mariani、Abdurrobbil Falaq Dwi Anggoro、Wardono Wardono · International Journal of Learning Teaching and Educational Research · 2026-10-30

系统综述2021—2026年研究，考察几何问题解决中的自我调节学习及其学习者、任务与教学影响因素。

这篇论文暂时没有中文摘要，下面保留英文原题与摘要。

研究信息

期刊 / 来源: International Journal of Learning Teaching and Educational Research
发表日期: 2026-10-30
文献库: OpenAlex
作者: Scolastika Mariani, Abdurrobbil Falaq Dwi Anggoro, Wardono Wardono
DOI: 10.26803/ijlter.25.10.36

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英文原文摘要全文

Geometry problem-solving requires learners to coordinate conceptual knowledge, spatial representation, strategy use and the regulation of cognition, motivation and effort. This systematic review examined how self-regulated learning (SRL) operates in geometry problem-solving and which learner, task, social, instructional and developmental conditions shape it. A Scopus search reported according to PRISMA 2020 identified 1,298 records; database limits left 529, and eligibility screening retained 32 empirical studies published from 2021 to 2026. Twelve studies involved undergraduates or pre-servic

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经典实验

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