Innovación educativa y factores psicosociales relacionados con el aprendizaje autorregulado: una revisión sistemática PRISMA

This analysis examines the relationship between self-regulated learning, educational innovation, and psychosocial factors in educational contexts. The objective was to identify studies published between 2013 and 2023 that addressed the impact of self-regulated learning in relation to psychosocial factors and educational innovation, with the aim of outlining the methodologies and theoretical frameworks used. Using the PRISMA method, 208 empirical studies in English and Spanish from various countries and educational levels were reviewed. After applying the inclusion criteria, only 12 studies were selected, and just three of them addressed all three variables jointly. The findings reveal a wide methodological diversity that limits comparability across studies. It is concluded that more integrative and systematic research is needed, particularly at the secondary and high school levels, employing diverse approaches. This review represents a relevant and innovative contribution by offering an updated, structured, and critical perspective on how self-regulated learning has been studied in interaction with contextual variables. Additionally, it highlights significant gaps in literature, opening opportunities for future research to deepen the understanding of self-regulated learning from a psychosocial and educational transformation perspective.