Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study

Abstract

Since the mid-20th century, the study of Self-Regulated Learning (SRL) has aimed to identify the distinctive characteristics that enable individuals to acquire new knowledge and skills under their control. The theory of Internal Self-Regulation vs. External-Regulation in Learning (SRL vs. ERL; 2017) has postulated that a large number of self-regulatory variables are mediated by regulated/non-regulated or dysregulated features of the context. After signing their informed consent, a total of 616 university students completed validated instruments of SRL vs. ERL, behavioral regulation (SRB), regulatory teaching (RT), and metacognitive study control strategies (SRS). Using an ex-post facto design and correlation, regression, structural equation model and mediation analyses, the present research aimed to establish multicausal predictive relationships among the analyzed variables. Results indicated positive predictive effects between the external regulation variables on the self-regulation variables in learning [regulation (SRL)/non-regulation (NRL)/dysregulation (DRL)]; as well as positive predictive effects between SRL on SRB, RT and metacognitive SRS. Additionally, external regulation (ERL) not only predicted but mediated numerous relations among the variables studied. Other findings and important considerations for future research in the field of self-regulation are discussed.

The combined value of executive functions and self-regulated learning to predict differences in study success among higher education students

“…Future research could further explore how EF and SRL impact study success in theory and practice. One aspect is that a large part of the variance in study success is still unaccounted for, and future research could focus on finding additional answers, for example, in personal and contextual regulatory factors, such as studied by De la Fuente et al (2022) and Pachón-Basallo et al (2022) .…”

The Value of Attribution to Strengthen Self-Efficacy and Self-Regulation of Islamic Boarding School Students

“…Such is the relationship between attribution, self-efficacy, and self-regulation (Jain et al, 2007) It should be a concern for every student and caregiver in the Islamic boarding school environment and teachers in the school. Pachón-Basallo et al(2022) affirming that the low ability of self-regulation is influenced by how much self-efficacy of students, and self-efficacy is the result of the formation of student attribution factors. These three variables are interconnected and do not stand alone.…”

Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ in a university environment: theoretical basis, structure and functionality

“…Contextual var iables : the level of external contextual regulation has also been identified by the Self- vs. External-Regulation Behavior Theory ( de la Fuente et al, 2017 , 2021a , b , 2022a , b , c ; Pachón-Basallo et al, 2022 ): externally regulatory / external non-regulation/externally dys-regulatory. Additionally, the family support variable has been taken into consideration in the educational context, due to its great relevance.…”