Linking Self-Regulated Learning and Academic Buoyancy among Different Educational Levels: A Systematic Review

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.

Self-regulated learning, academic buoyancy

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