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Linking Adolescents’ monitoring and regulation processes to learning and social classroom networks
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DOI：10.1016/j.cedpsych.2026.102462.png)
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Abstract
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• Monitoring and regulation during tasks are key self-regulated learning skills. • Learning and regulation processes may be shaped by social classroom networks. • We examined adolescents’ monitoring, regulation and concept task performance. • Accurate monitoring and response submission decisions predicted performance. • Regulation processes were linked to peer desirability in social networks.
Keywords:
monitoring
regulation
self-regulated learning
social networks
academic performance
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