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Linking Self-Regulated Learning and Academic Buoyancy among
Different Educational Levels: A Systematic Review
Auliya Syaf
1,2
, Siti Sarawati Johar
2
, Ivana Angelia Natasya
2
1
Faculty of Psychology and Social-Political Sciences, Abdurrab University
2
Centre for General Studies and Cocurricular, Universiti Tun Hussein Onn Malaysia


ABSTRACT
Self-Regulated Learning (SRL) and academic buoyancy are two interconnected constructs that play a vital role
in achieving success across academic settings. Self-Regulated Learning (SRL) refers to the capacity to plan,
monitor, and evaluate one’s own learning process, while academic buoyancy reflects the ability to adapt and
maintain motivation when facing everyday academic challenges. The interaction between these two abilities
supports persistence, resilience, and sustained performance. This study aims to explore the relationship,
influence, and integration of SRL and academic buoyancy within the broader academic context. A literature
review method was applied, utilizing databases such as ScienceDirect, Sage Publications, ResearchGate, and
Google Scholar. Inclusion criteria included peer-reviewed articles in English or Indonesian, focusing on SRL
and academic buoyancy, published between 2021 and 2025. From the 18 reviewed studies, four central themes
emerged: goal setting and strategic planning, adaptive coping and motivation, persistence during setbacks, and
positive academic engagement. The reviewed studies involved various educational levels, including secondary
school students, university students, doctoral students, boarding school students, teachers, and lecturers; with
the largest proportion focusing on secondary and undergraduate populations. The findings highlight the
significance of combining SRL strategies with initiatives aimed at fostering academic buoyancy to strengthen
long-term academic adaptability and success.
Keywords: Self-regulated learning, academic buoyancy
INTRODUCTION
Self-Regulated Learning (SRL) has become a cornerstone in contemporary educational psychology, emphasizing
students' ability to independently manage their learning processes through goal setting, strategic planning, self-
monitoring, and self-reflection (Panadero, 2017a). This paradigm shift underscores the importance of learners'
proactive engagement in their educational journey, highlighting that academic success is not solely determined
by innate ability or external instruction but by students' capacity to regulate their learning behaviors and emotions
(Broadbent & Poon, 2015). The integration of SRL into educational practices has been shown to enhance
motivation, foster deeper learning, and improve academic performance across diverse contexts (Amailiyah &
Affandi, 2023a).
Concurrently, the concept of academic buoyancy (AB) has gained prominence as a critical factor in students'
ability to navigate the everyday challenges of academic life, such as minor setbacks, low grades, and workload
pressures (Putwain et al., 2024). Unlike resilience, which often pertains to overcoming significant adversity, AB
focuses on the routine academic challenges that students encounter, emphasizing the importance of emotional
regulation and adaptive coping strategies in maintaining academic engagement and well-being (Putwain &
Wood, 2023). Research indicates that students exhibiting higher levels of AB are better equipped to manage
academic stressors, leading to improved academic outcomes and overall well-being (Miller et al., 2013; Zhai,
2025).
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The interplay between Self-Regulated Learning (SRL) and academic buoyancy is increasingly recognized as
pivotal in fostering a holistic approach to student development. Studies have demonstrated that SRL strategies
can enhance students' AB by promoting adaptive coping mechanisms and emotional regulation in the face of
academic challenges (Chen et al., 2025; Xu & Wang, 2024). Conversely, students with higher AB are more
likely to engage in SRL behaviors, as they perceive academic setbacks as manageable and are motivated to
employ effective learning strategies (Amailiyah & Affandi, 2023b). This reciprocal relationship suggests that
cultivating both Self-regulated learning and academic buoyancy can create a synergistic effect, leading to more
resilient and effective learners.
Several factors influence the development and manifestation of Self-Regulated Learning (SRL) and academic
buoyancy, including individual characteristics such as self-efficacy and growth mindset, as well as
environmental factors like perceived autonomy support and social-emotional need satisfaction (Bai & Wang,
2023; Wu et al., 2023). For instance, doctoral students who perceive higher levels of autonomy support from
their supervisors are more likely to employ SRL strategies effectively, especially when they possess strong AB
(Chen et al., 2025). Similarly, interventions targeting emotional intelligence and growth mindset have been
shown to enhance AB, thereby supporting SRL and overall academic success (Liu, 2025).
Understanding the dynamic relationship between Self-Regulated Learning and academic buoyancy is crucial for
developing educational interventions that not only improve academic performance but also support students'
emotional and psychological well-being. By fostering both self-regulatory skills and academic buoyancy,
educators can equip students with the tools necessary to navigate the complexities of modern education, leading
to more successful and fulfilling academic experiences.
Background of the Study
In today’s dynamic and high-pressure educational landscape, students across all educational levels are required
to manage increasing academic demands, performance expectations, and uncertainty (Putwain et al., 2020). The
ability to thrive academically under these conditions depends not only on cognitive abilities but also on
psychological resources that enable learners to adapt, persist, and recover from setbacks. Two such constructs
that have received growing attention in educational psychology are Self-Regulated Learning (SRL) and
Academic Buoyancy (AB) (Martin & Marsh, 2008; Panadero, 2017).
Self-Regulated Learning refers to students’ proactive processes of setting goals, monitoring progress, employing
strategies, and reflecting on outcomes to optimize learning (Zimmerman, 2002). Through SRL, students take
responsibility for their learning, using cognitive, metacognitive, and motivational strategies to sustain
engagement and overcome obstacles (Panadero, 2017). Empirical research has consistently shown that students
with strong self-regulation skills tend to achieve better academic outcomes, exhibit higher motivation, and
display greater adaptability to challenges (Dent & Koenka, 2016).
Meanwhile, Academic Buoyancy represents students’ capacity to successfully deal with everyday academic
challenges such as poor grades, workload stress, or negative feedback (Martin & Marsh, 2008). Unlike resilience,
which focuses on overcoming severe adversity, academic buoyancy captures students’ ability to “bounce back”
from common academic setbacks (Collie et al., 2017). Studies suggest that academically buoyant students
maintain positive emotions, motivation, and engagement even under stress, contributing to long-term academic
success (Putwain et al., 2020; Martin, 2023).
Despite the conceptual proximity between SRL and AB, research exploring their relationship remains
fragmented. Several studies indicate that SRL enhances students’ adaptability and coping mechanisms (Rameli
& Kosnin, 2018; Teoh, 2024), implying that self-regulated learners are more likely to demonstrate buoyant
behaviors. Others propose that emotional regulation and contextual support moderate this link (Kritikou &
Giovazolias, 2022; Collie et al., 2017). However, a comprehensive synthesis that systematically maps how SRL
and AB have been conceptualized, measured, and interconnected across different educational levels—from
primary to tertiary—has not yet been developed.
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Understanding this relationship across educational contexts is critical. Early promotion of self-regulation and
buoyancy could foster adaptive learning behaviors from childhood through adulthood, equipping learners with
skills to navigate academic and life challenges (Martin, 2023; Panadero, 2017). Therefore, this systematic review
aims to integrate existing evidence on the relationship between self-regulated learning and academic buoyancy,
identify key patterns and gaps in the literature, and provide a conceptual framework that guides future research
and educational practices across diverse learning stages.
Objectives of the Systematic Literature Review (SLR)
The main objective of this systematic literature review is to identify gaps in the current understanding and
practices related to Self-Regulated Learning (SRL) and academic buoyancy (AB), and to propose a conceptual
framework for integrating emotional, behavioral, and contextual competencies that support academic adaptation.
The objectives are:
1. To identify and map existing gaps in research and practice concerning the relationship between self-
regulated learning and academic buoyancy across different educational levels.
2. To evaluate the relationship between self-regulated learning and academic buoyancy
Problem Statement
In the rapidly changing educational landscape, students are required to adapt to increasing academic demands,
uncertainty, and pressure to perform (Putwain et al., 2023). Two psychological constructs—Self-Regulated
Learning (SRL) and academic buoyancy (AB)—have emerged as crucial factors that support students’ capacity
to manage challenges, maintain motivation, and sustain achievement (Martin & Marsh, 2008; Panadero, 2017b).
While Self-Regulated Learning emphasizes proactive control over one’s learning processes through goal setting,
monitoring, and reflection (Zimmerman, 2002;Panadero, 2017b), academic buoyancy reflects students’ ability
to recover from everyday academic setbacks such as poor grades, workload stress, or feedback disappointment
(Martin & Marsh, 2008; Collie et al., 2017).
Despite the growing recognition of both constructs, empirical studies exploring their interrelationship remain
fragmented across educational levels and contexts (Rameli & Kosnin, 2014). Some studies highlight that self-
regulation enhances students’ resilience and adaptability ((Arafah & Sumiati, 2024a;Kritikou & Giovazolias,
2022), whereas others suggest that emotional and contextual factors moderate this link (Collie et al., 2017; Martin
& Marsh, 2008). Furthermore, there is no comprehensive synthesis that maps how SRL and academic buoyancy
have been conceptualized, measured, and connected in prior research, particularly across different educational
stages—from primary to tertiary education. This gap calls for a systematic review to integrate existing findings
and provide a conceptual framework that clarifies how SRL and AB interact across developmental contexts.
METHODOLOGY OF LITERATURE REVIEW
This study employs a structured Systematic Literature Review (SLR) approach to explore the relationship
between Self-Regulated Learning (SRL) and academic buoyancy, as well as To identify and map existing gaps
in research and practice concerning the relationship between Self-Regulated Learning (SRL) and academic
buoyancy across different educational levels.
Review Protocol
This study followed the PRISMA chart (Page et al., 2021) to conduct the systematic literature review. The
method consists of six key stages: (1) Protocol, establishing a clear protocol that defined the scope of the review
and formulated the research questions; (2) Search, performing a systematic search of relevant publications using
predefined keywords in selected databases; (3) Appraisal, screening and appraising studies based on explicit
inclusion and exclusion criteria as well as quality checks; (4) Synthesis, synthesizing data through extraction and
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categorization; (5) Analysis, analyzing the results using descriptive and narrative approaches to answer the
research questions; and (6) Report, reporting the findings in a transparent and structured manner. This approach
ensured that the review process was explicit, reproducible, and minimized potential bias.
Specific inclusion and exclusion criteria were established to guide the selection process. Only peer-reviewed
journal articles were considered, while non-academic sources such as grey literature, book chapters, conference
proceedings, and review articles were excluded. To minimize the risk of misinterpretation and ensure
consistency, only publications written in English and Indonesian were included. Furthermore, the review was
limited to articles published between 2021 and 2025 to capture the most recent developments on Self-Regulated
Learning (SRL) and academic buoyancy. This review did not restrict the scope to a single country or educational
setting, but instead examined studies across various contexts to provide a broader understanding of the topic.
Table 1 Inclusion and Exclusion Criteria
riteria
Inclusion
Exclusion
Document Type
Peer-reviewed journal articles
Review articles, grey literature, book
chapters, books, conference proceedings
Language
English, Indonesian, Arabian
Non-English, Non-Indonesian, Non-
Arabian
Publication Period
2020-2025
Before 2020
Focus
Studies addressing Self-Regulated Learning
(SRL) and/or academic buoyancy (AB),
particularly in connection with adaptive
learning outcomes conceptually related to
SRL and/or AB among educational
contexts.
Studies outside the scope of Self-
Regulated Learning (SRL) or academic
buoyancy (AB) in educational contexts,
including those focusing on non-
educational contexts, or those unrelated
to adaptive learning outcomes.
This study applies the PRISMA chart (Page et al., 2021) to conduct the systematic review, which comprises six
stages: protocol, search, appraisal, synthesis, analysis, and reporting. In the protocol phase, the scope of the
review was defined to focus on the relationship between Self-Regulated Learning (SRL) and academic buoyancy
(AB), and two guiding research questions were formulated: (1) What is the relationship between Self-Regulated
Learning (SRL) and academic buoyancy across different educational levels? and (2) In what ways do Self-
Regulated Learning (SRL) strategies help students develop academic buoyancy when dealing with everyday
academic challenges? During the search phase, relevant studies were identified using Google Scholar, Web of
Science, and Scopus, accessed through Publish or Perish software. Keywords and search strings were developed
based on existing literature, thesaurus exploration, and previous studies, including terms such as “s Self-
Regulated Learning (SRL),” “academic buoyancy,” “student resilience in academic contexts,” and “learning
strategies and academic outcomes.”
The appraisal phase involved screening articles based on explicit inclusion and exclusion criteria, retaining peer-
reviewed journal publications in English or Indonesian published between 2020 and 2025 that addressed SRL
and/or AB in educational settings. After screening titles and abstracts, a final set of 18 articles was selected for
full-text review, ensuring that only studies addressing the SRL-AB or related were included. In the synthesis
phase, data were extracted and categorized regarding publication year, participants, and main findings. The
analysis phase consisted of a narrative evaluation to identify trends, research gaps, and contributions of SRL to
AB. A total of 18 studies were included in this review after the screening process. The abstracts of the retrieved
articles were first examined to determine their relevance to Self-Regulated Learning (SRL) and academic
buoyancy (AB). Full-text versions of potentially eligible papers were then analyzed in detail to extract
information regarding research design, participants, variables, and key findings. The selected studies were
synthesized narratively to identify recurring patterns and themes, particularly the role of SRL in supporting
academic buoyancy across different educational settings.
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Fig. 1 PRISMA 2020 flow diagram (n included = 18)
Figure 2. Method/Design distribution of included studies
Figure 2 displays the mix of methods across the sixteen reviews, cross sectional, longitudinal study, and
quantitative. While Longitudinal Study and Case Study approaches were each applied only once. This indicates
that researchers investigating Self-Regulated Learning (SRL) and academic buoyancy have predominantly
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employed non-experimental correlational strategies, with limited adoption of longitudinal and case-oriented
designs. Most research in this area focuses on examining relationships rather than establishing causality or in-
depth analysis of individual cases.
Figure 3. Year of publication for included studies
Figure 3 shows that the studies included are concentrated from 2020 to 2025. This aim is to highlight the recency
of the research, ensuring that the conclusions accurately reflect the current conditions.
Search Strategy
The search process was conducted systematically and comprehensively to identify relevant publications. This
review primarily relied on Google Scholar, Web of Science, and Scopus retrieved using Publish or Perish to
collect peer-reviewed journal articles relevant to the topic. The search strategy was developed by applying key
terms closely related to the topic, including “self-regulated learning,” “academic buoyancy,” “resilience in
academic contexts,” and “learning strategies,” “self-regulation in academic.”
Limitations of the Review
The theoretical and conceptual of the 17 included most studies are correlational rather than causal, so the direction
of influence between Self-Regulated Learning (SRL) and academic buoyancy and the mediating variables like
positive youth development or academic emotions only partially explain the relationship, while contextual factors
)family support, school climate, religious values) remain unexplored.
Based on methodological limitations of 18 included most studies use cross-sectional desain. Then sampling is often
limited specific groups (e.g., doctoral students). Which limits generalization to other context like Islamic Boarding
School. Moreover, contextual and cultural limitations of 18 included review is lack of integration of Islamic
spiritual and moral values in conceptualizing academic buoyancy and self-regulated learning, even though these
are significant for students’ adjustment in boarding school settings.
FINDING AND THEMATIC SYNTHESIS
A total of 18 studies were included in this review after applying the inclusion criteria. While not all studies
explicitly examined the direct relationship between Self-Regulated Learning (SRL) and academic buoyancy
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
2020
2021
2022
2023
2024
2025
Year of publication for included studies
(N = 18)
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(AB), they collectively addressed closely related constructs. The included studies varied in design, ranging from
cross-sectional surveys to longitudinal and experimental approaches, and were conducted across diverse
educational levels and contexts. Despite these differences, a recurring pattern emerged in which adaptive
learning processes were positively linked to students’ ability to cope with everyday academic challenges. The
key characteristics and findings of the included studies are summarized in Table 2.
Table 2 Detailed summary of the 18 included studies with EBSCOM mapping
Method/ Design &
Sampel
Variable
Key Findings
Quantitative/Cross-
sectional.N = 195
School adjustment, Self-
regulated learning,
Academic buoyancy
AB and SRL positively influence
school adjustment.
Quantitative/Cross-
sectional. N = 875
Intentional self-regulation,
Academic buoyancy
There is positive youth development
mediates the relationship between AB
and SRL, highlighting their
interconnectedness in educational
settings.
Quantitative N =
220
Academic buoyancy,
Creativity-generating
research style, self-regulated
learning
AB positively predicted doctoral
students’ use of SRL strategies such as
memory strategies, goal setting, and
learning responsibility.
Quantitative
N = 552
Academic buoyancy,
Perceived autonomy support,
Self-regulated learning
Positive influence of AB on SRL was
amplified when students reported
higher levels of autonomy support.
Quantitative N =
463
Self-regulated learning,
Academic buoyancy
All 3 phases of SRL: forethought,
performance, and reflection
significantly contribute to students'
ability to handle academic challenges in
mathematics learning.
Quantitative/
Descriptive
Correlational. N =
2976
Academic self-regulation,
Academic buoyancy,
Truancy
AB-SRL significantly influence school
truancy, as indicated by their negative
correlations with truancy in the study.
Quantitative = 362
Academic buoyancy,
Academic emotions, Self-
regulated learning
There are significant correlations
among AB, AE, and SRL writing
strategies in L2 writing contexts.
Qualitative/Case-
study. N = 35
Academic buoyancy
Highly buoyant EMI students showed
confidence, stability, and strong
coordination, revealing a clear link
between AB-SRL.
Quantitative/
Longitudinal. N =
1254
Academic buoyancy,
Learning strategies,
Instructional climate,
Achievement, Outcomes
Elaboration, memorization, and control
strategies boost students’ AB,
influenced by how they perceive their
IC.
Quantitative. N =
974
Academic buoyancy, Math
achievement, Academic self-
efficacy
AB predicts math achievement
indirectly through SE, even after
controlling for gender.
Quantitative
research using
Structural Equation
Academic Buoyancy, Self-
Efficacy, Work Engagement,
Demographic factors
AB and SE strongly drive WE among
teachers, with AB as the strongest
predictor and demographics also
playing a role.
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Modeling (SEM). N
= 242
(gender, education,
experience)
Quantitative
Correlational Study.
N = 250
Professional Performance,
Academic Buoyancy
AB was positively linked to profesional
performance, with better teaching
predicting stronger resilience.
Quantitative
Descriptive-
Correlational
Design. N = 916
Social-Emotional Learning
(SEL) Competencies, school
type, gender, grade, age,
residence, family size,
Academic Buoyancy (AB)
STEM students showed higher SEL and
AB than general secondary students,
and various SEL skills plus
demographics significantly predicted
AB.
Quantitative Cross-
sectional. N = 552
Academic Buoyancy,
Perceived Autonomy
Support, Self-Regulated
Learning (SRL) —Control
Variables: Gender, age,
academic discipline.
AB and autonomy support both strongly
and positively predicted doctoral
students’ SRL across memory, goal
setting, and learning responsibility.
Quantitative
Correlational. N =
343
Academic Buoyancy, Self -
efficacy, persistence,
engagement, anxiety control,
teacher–student relationship
Moderators: Gender field of
study
SRL-AB were positively related, with
males and theoretical-field students
scoring higher on both.
Quantitative
Descriptive–
Correlational Study
using Structural
Equation Modeling
(SEM). N = 375
Self-Regulation, Self-
Efficacy, Academic
Resilience, Academic
Buoyancy
SR and SE showed positive
relationships with AB.
Quantitative
Descriptive–
Correlational
N = 82
Gender, employment status,
self-regulated learning
(SRL), academic
achievement (GPA)
The study found that gender plays a
significant role in determining
academic achievement, with female
students showing higher GPAs than
their male counterparts. Employment
status, however, does not significantly
influence academic performance. In
contrast, Self-Regulated Learning
(SRL) shows a strong and significant
effect on academic achievement,
demonstrating its importance in
supporting students’ learning outcomes.
When examined together, gender,
employment status, and SRL
collectively contribute significantly to
students’ academic achievement, as
indicated by the overall model
significance
Descriptive
quantitative. N =
100 Female student
Academic buoyancy, reading
academic buoyancy,
listening academic buoyancy
The study concludes that Iraqi EFL
students demonstrate strong academic
buoyancy in reading, but lack academic
buoyancy in listening skills. A
significant difference exists between the
two abilities, favoring reading
buoyancy.
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DISCUSSION
The findings of this review highlight a consistent and positive relationship between Self-Regulated Learning
(SRL) and academic buoyancy (AB) across diverse educational levels. Studies conducted in high school,
undergraduate, and doctoral contexts collectively suggest that students who exhibit higher buoyancy are more
likely to engage in SRL behaviors such as goal setting, monitoring, and reflective practices (Amailiyah &
Affandi, 2023b; Arafah & Sumiati, 2024b; Rameli et al., 2025). Conversely, the use of SRL strategies equips
students with coping skills that allow them to better handle everyday academic challenges, thereby reinforcing
buoyancy (Putwain et al., 2024). This reciprocal relationship underscores the interdependence of cognitive
regulation and emotional adaptability in supporting student success across varying academic environments (Xu
& Wang, 2024).
Several mediating mechanisms emerged across the studies, providing insight into how Self-Regulated Learning
(SRL) (SRL) and academic buoyancy are interconnected. For instance, positive youth development and
academic emotions were shown to mediate the link between Self-Regulated Learning (SRL) (SRL) and academic
buoyancy, suggesting that affective and motivational factors serve as bridges between cognitive regulation and
resilience in academic settings (Arafah & Sumiati, 2024b). In doctoral contexts, creativity-generating research
styles also mediated the relationship, indicating that the interplay between cognitive flexibility and emotional
adaptability fosters stronger SRL practices (Chen & Zhang, 2025). Emotionally supportive doctoral supervision
enhances PhD students’ ability to regulate their learning effectively (Chen et al., 2025). Students who are self-
regulated and confident in their abilities are more resilient and consequently more buoyant when facing academic
setbacks (Tamannaeifar & Ghohroodi, 2023). These findings highlight that the connection between Self-
Regulated Learning (SRL) and academic buoyancy is not linear but shaped by multiple psychosocial and
contextual factors.
The review also emphasizes the critical role of learning strategies as building blocks for academic buoyancy.
Strategies such as elaboration, memorization, coordination, and control were positively linked to students’ ability
to manage academic setbacks (Collie et al., 2023; Sepehri et al., 2023). These strategies not only improve
academic performance but also strengthen students’ confidence and sense of agency when faced with challenges
(Diert-Boté & Moncada-Comas, 2024). Particularly in mathematics and second-language writing contexts, the
use of effective learning strategies was found to buffer against stress and enhance persistence (Rameli et al.,
2025; Weißenfels et al., 2023). This suggests that everyday academic buoyancy is closely tied to the quality and
consistency of learning strategies employed by students.
Beyond individual regulation and strategy use, contextual factors play a significant role in shaping the SRL-AB
relationship. Autonomy support from teachers and supervisors was found to amplify the positive effect of
buoyancy on SRL, indicating that supportive instructional climates foster both emotional resilience and self-
regulatory competence (Chen & Zhang, 2025). Similarly, perceptions of engaging and useful instructional
content encouraged students to adopt effective learning strategies, which in turn contributed to buoyancy (Collie
et al., 2023). These findings emphasize that while Self-Regulated Learning (SRL) and academic buoyancy are
partly individual capacities, they are also nurtured within social and institutional environments. Otaybi et al.
(2021) suggests that students who actively plan, monitor their progress, and ask for assistance demonstrate
stronger academic resilience, confirming that SRL is an important predictor of adaptive academic behavior.
Taken together, the findings of this review suggest that cultivating Self-Regulated Learning (SRL) and academic
buoyancy in tandem provides a more holistic approach to supporting students’ academic success. Educational
interventions that integrate strategy training, emotional regulation, and autonomy-supportive environments are
likely to generate synergistic benefits. Moreover, the reciprocal nature of Self-Regulated Learning (SRL) and
academic buoyancy implies that strengthening one construct can indirectly reinforce the other, thereby creating
a positive cycle of academic resilience and self-directed learning. Future practice should therefore focus not only
on teaching cognitive strategies but also on fostering buoyancy through motivational and contextual supports.
Despite these insights, this review has several limitations. To begin with, the analysis was restricted to studies
published between 2021 and 2025, which may have excluded earlier influential research on Self-Regulated
Learning (SRL) and academic buoyancy. In addition, while the review aimed to synthesize evidence directly
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addressing the SRL–AB relationship, several included studies examined adjacent constructs (e.g., learning
strategies, self-regulation, academic emotions) rather than Self-Regulated Learning (SRL) and academic
buoyancy explicitly, which may limit the precision of the conclusions. Moreover, the small number of studies
and their varied methodologies (cross-sectional, longitudinal, case-study) constrain the generalizability of the
findings. Cultural and contextual differences across studies suggest that the interplay of Self-Regulated Learning
(SRL) and academic buoyancy may operate differently depending on institutional and sociocultural settings,
which future research should explore in more depth.
CONCLUSION
This review shows that Self-Regulated Learning (SRL) and academic buoyancy (AB) are closely interconnected
across different educational levels, with evidence indicating a reciprocal relationship in which students who
demonstrate buoyancy are more likely to employ SRL strategies, while the use of such strategies strengthens
their ability to cope with everyday academic challenges. The findings suggest that although the mechanisms
linking SRL and AB may vary depending on context, such as through positive youth development, academic
emotions, or creativity. The consistent use of strategies like goal setting, monitoring, reflection, elaboration, and
coordination supports the development of buoyancy by enhancing persistence, confidence, and adaptability.
Taken together, this implies that fostering SRL and AB in tandem provides a holistic approach to academic
success, where cognitive, emotional, and contextual supports work synergistically to help students manage
setbacks and thrive in diverse learning environments.
ACKNOWLEDGMENT
The authors would like to express their gratitude to the Abdurrab University for providing academic support and
resources that facilitated this research. Universiti Tun Hussein Onn Malaysia for providing academic support
and resources that facilitated this research. Special thanks are extended to research supervisor and colleagues for
their valuable and constructive feedback, which greatly helped improve the quality of this study.
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