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A single-blind randomized controlled trial was performed with students (<jats:italic>n<\/jats:italic>\u2009=\u200971) enrolled in an online introductory programming course. Students were randomly assigned to three groups: 1) SRL-only support, 2) SRL, co-regulation, and SSRL support, and 3) a no support control group. The findings revealed that students who received regulatory support achieved higher course grades than the control group. However, only students who received SSRL and co-regulation support achieved superior performance in collaborative activities, confirming the importance of this type of regulation. Even though students did not increase in SRL aptitude, the intervention provided support for achieving higher grades in the course.<\/jats:p>","DOI":"10.1007\/s11412-023-09388-y","type":"journal-article","created":{"date-parts":[[2023,3,27]],"date-time":"2023-03-27T22:02:25Z","timestamp":1679954545000},"page":"67-100","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":19,"title":["Fostering regulatory processes using computational scaffolding"],"prefix":"10.1007","volume":"18","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0947-1530","authenticated-orcid":false,"given":"Leonardo","family":"Silva","sequence":"first","affiliation":[]},{"given":"Ant\u00f3nio","family":"Mendes","sequence":"additional","affiliation":[]},{"given":"Anabela","family":"Gomes","sequence":"additional","affiliation":[]},{"given":"Gabriel","family":"Fortes","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2023,3,27]]},"reference":[{"key":"9388_CR1","doi-asserted-by":"publisher","unstructured":"Alhazbi, S. 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