Support for information processing, information acquisition, and age as factors influencing self-regulated learning in adolescent girls

Bibliographic Data

ID22163232
AuthorsBrigitte Aguilar-Salcedo (Universidad Peruana Cayetano Heredia, corresponding author), Rita Orihuela-Anaya (0000-0002-7802-6230, Universidad Peruana Cayetano Heredia), Roxana Calderón-Calderón (Universidad Peruana Cayetano Heredia), Marieth Zamora-Ortiz (Universidad Peruana Cayetano Heredia), Juanita Tito-Valderrama (Universidad Peruana Cayetano Heredia), Julio Domínguez-Vergara (0000-0002-3671-3366, Universidad Tecnológica del Perú)
Year2025
Volume10
Publication date2025-12-16
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2025.1679657
OpenAlexW4417359916
LanguageEN
References cited81

Introduction Students have adopted a more active role in their learning process, which has facilitated the implementation of strategies aimed at enhancing their academic outcomes. The literature shows that these strategies help explain self-regulated learning, although some demonstrate a higher predictive capacity than others. Within this framework, the present study aims to identify the model that most accurately explains self-regulated learning. Materials and methods A quantitative, cross-sectional explanatory study with non-probabilistic sampling was conducted. The sample consisted of 249 female adolescents from first to fifth year of secondary education in Lima, Peru. The Self-Regulated Learning Questionnaire and the ACRA Scale were administered. Results Model 3 was significant, with an adjusted R 2 of 0.603. The variables information-processing support, information acquisition, and age significantly explained self-regulated learning, although age showed a lower explanatory weight. Discussion The results confirm that information-processing support has the greatest influence on self-regulated learning, whereas age is not a determining factor. Additionally, for this study, information acquisition ranked second in influence. These findings guide educational institutions in providing more targeted interventions focused on strategies for information-processing support and information acquisition, achieving better outcomes when applied from the early stages of secondary education for adolescent girls. Nevertheless, the study's limitations should be considered, as it was conducted on a sample of females with specific characteristics from Lima, Peru

Explanatory model · Explanatory power · Predictive power · Psychological intervention · E-Learning and COVID-19 · Innovative Teaching and Learning Methods · Social Skills and Education

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