Self-regulated learning (SRL) and executive functions (EF) are broad concepts stemming from different research areas. They have been defined and modeled in various ways and are repeatedly related to each other in the literature, but so far, no systematic analyses of these relations have been published. Therefore, a systematic analysis of their relationships described in the literature was conducted. Nineteen studies were synthesized concerning different categories (age groups, measurement methods, role of metacognition, relation to achievement, and longitudinal/intervention studies). In general, primarily low to moderate correlational relationships between SRL and EF were reported, with no detectable pattern depending on the age group. Measurement methods used to capture SRL and EF seem to influence the size of the correlations, with indirect measures correlating higher than direct/indirect measures. In addition, there is evidence that metacognition mediates the relationship between EF and SRL. In general, the notion that EF predicts SRL but not vice versa is supported. Following the systematic review, the results are critically discussed in the light of non-generalizable samples, measurement methods, and results interpretation issues. Suggestions for theory building and promising future research are given.

自我调节学习（SRL）和执行功能（EF）是源自不同研究领域的广泛概念。它们以各种方式被定义和建模，并且在文献中反复相互关联，但迄今为止，尚未发表对这些关系的系统分析。因此，对文献中描述的它们的关系进行了系统分析。综合了关于不同类别（年龄组、测量方法、元认知的作用、与成就的关系以及纵向/干预研究）的十九项研究。一般来说，SRL 和 EF 之间主要存在低到中度的相关关系，没有可检测到的取决于年龄组的模式。用于捕获 SRL 和 EF 的测量方法似乎会影响相关性的大小，间接测量的相关性高于直接/间接测量的相关性。此外，有证据表明元认知介导 EF 和 SRL 之间的关系。一般来说，支持 EF 预测 SRL 但反之亦然的观点。系统评价后，根据不可概括的样本、测量方法和结果解释问题对结果进行了批判性讨论。给出了理论构建和未来研究前景的建议。