Self-Regulated Learning Instructions in Engineering Education: A Systematic Scoping Review

While self-regulated learning has been studied in various academic domains in educational psychology research, the topic of self-regulated learning in engineering education has not been examined systematically and comprehensively. Therefore, we conducted a systematic scoping review to examine the existing literature on the intersection of self-regulated learning and engineering education. Specifically, through reviewing the literature, we examined how the theoretical perspectives of self-regulated learning have been adopted and adapted into engineering classrooms in post-secondary education. We also examined whether self-regulated learning has been contextualized into engineering entrepreneurship education, specifically. Reports of the current literature and implications for future research in engineering education are discussed.