Student retention and academic success and their relationship with self-regulated learning in higher education

This chapter presents a series of reflections based on a review of self-regulated learning and its potential for student retention and academic success. The main concern of this text lies in how students entering higher education can gradually develop their cognitive potential, concurrently with social and academic integration, for the self-regulation of their learning with a focus on efficiency and student retention. Methodologically, a literature review will be conducted, resulting in a reflection on how concepts of self-regulated learning can be combined with the integrationist model for student retention and academic success, primarily as an articulation in the transition between basic education and higher education.