SELF-CONTROL IN THE DIGITAL AGE: A SYSTEMATIC REVIEW OF PREDICTORS AND INTERVENTIONS FOR ACADEMIC SUCCESS AND DIGITAL BEHAVIOR

Abstract

This systematic literature review examines the role of self-control in students' academic performance and emotional well-being, particularly in the context of the digital era. Drawing from 19 studies published between 2014 and 2024, the review identifies key predictors of self-control, including personality traits, parenting styles, and motivation, while also exploring its impact on academic success, psychological resilience, and digital engagement. Interventions such as mindfulness-based programs and cognitive-behavioral therapy (CBT) emerged as effective strategies for enhancing self-regulation, with significant improvements in academic engagement and reductions in procrastination and academic burnout. Despite these promising interventions, the review identifies several gaps in the literature, particularly in the lack of longitudinal studies and cross-cultural perspectives. This paper calls for more research on self-control as a dynamic resource that influences both academic and digital behaviors, particularly in post-pandemic educational contexts. Educational policies and intervention programs should prioritize building self-regulation skills to better equip students for the challenges of modern, technology-driven academic environments.