Self-Regulated Learning and Prosocial Behavior: Implications for Digital Affective Literacy

Marika Lamacchia, Marilena di Padova

Abstract


This study investigated the relationship between Self-Regulated Learning (SRL) and prosocial behavior in 29 adolescents attending a MOOC-based course. Results showed a significant positive correlation between SRL and prosociality (ρ = .360, p = .028). Findings suggest that self-regulation may support both learning processes and positive social behaviors, highlighting its relevance for digital education and student development.

Keywords


Self-Regulated Learning; Prosocial Behavior; Digital Affective Literacy

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References


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DOI: https://doi.org/10.32043/gsd.v10i4.1890

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