Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students

Abstract

The aim of this research was to determine the degree to which undergraduate students' learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal factor (contextual or regulatory teaching). The hypothesis proposed that greater combined regulation (internal and external) would be accompanied by more of a deep approach to learning, more satisfaction and higher achievement, while a lower level of combined regulation would determine a surface approach, less satisfaction and lower achievement. Within an ex post facto design by selection, 1036 university students completed validated questionnaires using an online tool. Several multivariate analyses were conducted. Results showed that the combination of self-regulation and external regulation can be ordered as levels along a five-point scale or heuristic. These levels linearly determine type of learning approach, academic achievement and satisfaction. Implications are established for quality and improvement of the teaching and learning process at university.

Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

“…Once again, consistent with the evidence reported in prior studies ( de la Fuente et al, 2015b , 2017 , 2019 , 2020c , d ), it has been confirmed that both the level of SR (in greater measure) and the level of RT produce effects on academic behavioral confidence, and on procrastination reasons and activities, and that the former is predictive of the latter. In a complementary way, it is possible to consider academic confidence as a protective factor against procrastination during university learning, since it minimizes the reasons and behaviors of procrastination ( Batool, 2020 ).…”

Regulation/Non-Regulation/Dys-Regulation of Health Behavior, Psychological Reactance, and Health of University Undergraduate Students

“…Psychological reactance measured by the Escala de Reactancia Psicológica (Scale of psychological reactance) [ 40 ]. The scale structure consists of four subscales; however, our exploratory and confirmatory analysis showed three scales in our sample.…”

“…Based on Zimmerman’s model [ 27 , 28 ], Principle 1 of SR vs. ER theory [ 9 , 20 , 40 ] suggests a graded continuum of health-behavior regulation. In this framework, specific behaviors carried out before, during and after a given health-related behavior have been described.…”

“…In this case, Principle 2 of SR vs. ER Theory [ 9 , 20 , 40 ], also based on Zimmerman’s model [ 26 , 27 ], establishes the specific external, contextual characteristics that encourage or hinder self-regulation. The behavioral sequence is the same as in Zimmerman’s model: before-during-after.…”

“…It is plausible to assume that behavioral contexts may interact with personal levels of self-regulation in order to explain diversity in student health behaviors. An illustration from the coronavirus disease 2019 (COVID-19) situation was recently published (de la Fuente, Kauffman, Dempsey and Kauffman, 2021) [ 40 ].…”