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ORIGINAL RESEARCH article

Front. Educ.

Sec. Psychology in Education

Volume 10 - 2025 | doi: 10.3389/feduc.2025.1679657

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

Provisionally accepted
BRIGITTE  ANA LUCIA AGUILAR-SALCEDOBRIGITTE ANA LUCIA AGUILAR-SALCEDO1*RITA  SELENE ORIHUELA-ANAYARITA SELENE ORIHUELA-ANAYA1MARIETH  ZAMORA-ORTIZMARIETH ZAMORA-ORTIZ1ROXANA  CALDERÓN-CALDERÓNROXANA CALDERÓN-CALDERÓN1JUANITA  TITO-VALDERRAMAJUANITA TITO-VALDERRAMA1JULIO  DOMINGUEZ-VERGARAJULIO DOMINGUEZ-VERGARA2
  • 1Universidad Peruana Cayetano Herdia Facultad de Psicología, Lima-Perú, Lima, Peru
  • 2Universidad Tecnologica del Peru, Lima District, Peru

The final, formatted version of the article will be published soon.

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 R² 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.

Keywords: self-regulated learning1, learning strategies2, school adolescents3, information processing4, information acquisition5, and age6

Received: 04 Aug 2025; Accepted: 15 Oct 2025.

Copyright: © 2025 AGUILAR-SALCEDO, ORIHUELA-ANAYA, ZAMORA-ORTIZ, CALDERÓN-CALDERÓN, TITO-VALDERRAMA and DOMINGUEZ-VERGARA. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: BRIGITTE ANA LUCIA AGUILAR-SALCEDO, brigitte.aguilar.s@upch.pe

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