Self-Regulated Learning and Self-Efficacy among Homeschooled Students: A Systematic Review

• In Event: Curriculum, Contexts, and Considerations: Homeschool Research Breaking New Ground

Abstract

Self-regulated learning and self-efficacy are fundamental competencies for academic success and lifelong learning, yet their development in homeschooling contexts remains understudied despite growing enrollment in home-based education worldwide. Self-regulated learning is a complex, multidimensional construct grounded in social cognitive theory (Bandura, 1986; Zimmerman, 2000). It can be defined as the process where learners actively and metacognitively direct their cognitions, affects, and behaviors toward achieving learning goals (Zimmerman, 2000). In the homeschooling context, self-regulated learning may manifest through outcomes such as autonomy, self-regulation, self-control, and intrinsic motivation (Eldeeb et al., 2024; Kunzman & Gaither, 2020). Self-efficacy, a central construct in Bandura’s social cognitive theory, can be defined as an individual’s belief in their capacity to execute certain tasks (Bandura, 1997). Within homeschooling environments, self-efficacy outcomes typically emerge in two domains: academic and social self-efficacy. This systematic review synthesized research examining these critical learning competencies among homeschooled students. We conducted a comprehensive search across eight databases: ERIC, Scopus, PsycINFO, PsycArticles, Web of Science, ProQuest Dissertations & Theses Global, Education Database, and Academic Search Ultimate. We identified 23 studies with a total estimated sample of 6,312 participants that met inclusion criteria. Studies were assessed for methodological quality using established frameworks, including the Joanna Briggs Institute (JBI) Critical Appraisal Checklist for Analytical Cross-Sectional Studies and the JBI Critical Appraisal Checklist for Qualitative Research. Results revealed that homeschooled students demonstrate moderate to high levels of self-regulated learning components and self-efficacy. Comparative studies indicated advantages for homeschooled students in autonomy and academic self-efficacy, with comparable performance in other domains. However, social self-efficacy may decline with extended homeschooling duration. The qualitative findings provide rich insights into the mechanisms through which homeschooling environments may influence SRL and self-efficacy, suggesting that interest, flexibility, social interactions, and gradual transition to student independence support competency development. COVID-19 emergency homeschooling differs from prepared voluntary homeschooling, emphasizing the role of preparation, choice, and pre-existing resources. Both quantitative and qualitative studies demonstrated generally adequate to strong methodological quality, though methodological limitations necessitate caution in causal interpretations. As educational systems worldwide grapple with how to prepare students for an increasingly complex and self-directed future, the lessons learned from homeschooling environments offer valuable insights. This systematic review is the first comprehensive synthesis of research on self-regulated learning and self-efficacy outcomes among homeschooled students—a growing but understudied population. The findings highlight that educational environments supporting student autonomy and interest-driven learning—whether in home or traditional school settings—may enhance students’ ability to direct their own learning and build academic confidence.

Authors

• Xue Wang, Johns Hopkins University

• Genevieve Smith, Johns Hopkins University

• Angela R. Watson, Johns Hopkins University