Rodríguez, SusanaGonzález-Suárez, RocíoVieites, TaniaPiñeiro, IsabelDíaz-Freire, Fátima M.2022-03-292022-03-292022Rodríguez, S.; González-Suárez, R.; Vieites, T.; Piñeiro, I.; Díaz-Freire, F.M. Self-Regulation and Students Well-Being: A Systematic Review 2010–2020. Sustainability 2022, 14, 2346. https://doi.org/10.3390/ su14042346http://hdl.handle.net/2183/30299This article belongs to the Section Psychology of Sustainability and Sustainable Development[Abstract] In recent years, there has been particular interest in studying the relationship between student self-regulation and variables such as students’ well-being, satisfaction, and school engagement. Although in other fields such as healthcare, self-regulation in different areas seems to influence individuals’ well-being, this is not so well established in the educational arena. We performed a systematic search of research articles published between 2010 and 2020 which explored the relationships between self-regulation and student well-being. The present article presents a report of a systematic review of 14 research articles. The analysis showed that some executive functions and self-regulation strategies employed in the learning process, and some self-regulatory deficits are significantly associated with different dimensions of student well-being.engAtribución 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/Learning self-regulationWell-beingQuality of lifeStudentsEducationSystematic reviewjournal articleopen access10.3390/su14042346