Despite the widespread assumption that students require scaffolding support for self‐regulated learning (SRL) processes in computer‐based learning environments (CBLEs), there is little clarity as to which types of scaffolds are most effective. This study offers a literature review covering the various scaffolds that support SRL processes in the domain of science education. Effective scaffolds are categorized and discussed according to the different areas and phases of SRL. The results reveal that most studies on scaffolding processes focus on cognition, whereas few focus on the non‐cognitive areas of SRL. In the field of cognition, prompts appear to be the most effective scaffolds, especially for processes during the control phase. This review also shows that studies have paid little attention to scaffold designs, learner characteristics, or various task characteristics, despite the fact that these variables have been found to have a significant influence. We conclude with the implications of our results on future design and research in the field of SRL using CBLEs.