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Teaching students to think and act as scientists through inquiry is at the core of recent science education. Although self-regulated learning (SRL) is acknowledged as crucial to performing scientific inquiry, much is yet to be understood about the specifics of students' interactions with the scientific process. In the current study, we conducted an exploratory investigation of the role of students' SRL and related attitudes when completing an online scientific inquiry- based task. A task with adoi:10.14742/apubs.2019.297 fatcat:sjqj2j6q2ffnfhw3izt53cvwgu