This review study concerns a systematic review and meta-analysis on the effectiveness of the student-centered, problem-driven learning methods, problem-based and project-based learning, on self-regulated learning in higher education. A comparison is made with lecture-based learning. Student-centered learning methods can differ greatly in design and implementation, such as the level of student control vs teacher direction that is offered. Other student characteristics (e.g., motivation) and implementation factors (e.g., group size) could also affect self-regulated learning. This review, therefore, aims to give more insight into what works and for whom regarding the improvement of self-regulated learning in student-centered, problem-driven learning methods.