Social self-regulation strategies: Reports on their use in an intervention with high school teachers

This article aims to analyze the effects of an online intervention on high school teachers' self-reported use of social self-regulation strategies in a continuing education course. The research employed a quasi-experimental design with 14 teachers, using a mixed- methods approach to analyze data collected before and after the intervention. A structured questionnaire with 15 questions, specifically developed for this study, was used. The intervention, grounded in curricular overlap, addressed social, cognitive, and metacognitive self-regulation strategies. The results did not show statistically significant differences in the use of social self-regulation strategies; however, they highlighted an increased use of digital technologies, such as WhatsApp, for social support. Overall, the intervention was effective in promoting behavioral adjustments and enhancing communication among teachers, underscoring the importance of social self-regulation strategies in the educational environment.