@misc{10481/76898,
year = {2022},
month = {8},
url = {https://hdl.handle.net/10481/76898},
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.},
organization = {University of Navarre (Ministry of Science and Education, Spain)	PGC2018094672-B-I00},
organization = {University of Almeria, Spain	UAL18-SEJ-DO31-AFEDER},
organization = {European Social Fund (ESF)},
organization = {Spanish Government	PRE2019-087473},
publisher = {Frontiers},
keywords = {SRL vs. ERL Theory},
keywords = {Self-regulation learning},
keywords = {External regulation learning},
keywords = {Selfregulated study},
keywords = {Metacognition},
title = {Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study},
doi = {10.3389/fpsyg.2022.968733},
author = {Pachón Basallo, Mónica and Vera Martínez, Manuel Mariano},
}