The present study synthesizes research evidence on self-regulated learning (SRL) and academic achievement in online and blended learning environments from intervention and cross-sectional studies. We examined 163 studies conducted in various countries and different learning contexts in terms of study characteristics, methodology, and SRL features. The current study found that SRL in the online and blended learning contexts has been an important topic and has received increased attention. The results revealed the importance of SRL for improving students' academic performance in the STEM field. It also demonstrated that the majority of the studies adopted multiple SRL strategies throughout mixed phases. This study confirmed the effectiveness of SRL on academic achievement in online or blended learning. However, the present study also identified that research on children's and adolescents' SRL strategies in online learning contexts is urgently needed and most of the available research did not focus on the preparatory and planning phases of SRL which are extremely important.

本研究综合了来自干预和横断面研究的在线和混合学习环境中关于自我调节学习 (SRL) 和学业成就的研究证据。我们根据研究特征、方法和 SRL 特征检查了在不同国家和不同学习环境中进行的 163 项研究。目前的研究发现，在线和混合学习环境中的 SRL 一直是一个重要话题，并受到越来越多的关注。结果揭示了 SRL 对于提高学生在 STEM 领域的学业成绩的重要性。它还表明，大多数研究在整个混合阶段采用了多种 SRL 策略。这项研究证实了 SRL 在在线或混合学习中对学业成绩的有效性。然而，