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dc.contributor.authorde la Fuente, Jesús
dc.contributor.authorVera Martínez, Manuel Mariano
dc.date.accessioned2021-03-26T10:06:22Z
dc.date.available2021-03-26T10:06:22Z
dc.date.issued2021-02-10
dc.identifier.citationde la Fuente J, Sander P, Garzón-Umerenkova A, Vera-Martínez MM, Fadda S and Gaetha ML (2021) Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students. Front. Psychol. 12:602904.00 [doi: 10.3389/fpsyg.2021.602904]es_ES
dc.identifier.urihttp://hdl.handle.net/10481/67723
dc.description.abstractThe combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed.es_ES
dc.description.sponsorshipUniversity of Navarra, Pamplona PGC2018-094672-B-I00es_ES
dc.description.sponsorshipMinistry of Science, Innovation and Universities, Spaines_ES
dc.description.sponsorshipUniversity of Almeria, Spain UAL18-SEJ-DO31-A-FEDERes_ES
dc.description.sponsorshipEuropean Social Fund (ESF)es_ES
dc.language.isoenges_ES
dc.publisherFrontiers Media SAes_ES
dc.rightsAtribución 3.0 España*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/es/*
dc.subjectTheory of self-regulated learning vs. externally-regulated learninges_ES
dc.subjectAcademic behavioral confidencees_ES
dc.subjectProcrastinationes_ES
dc.subjectUniversityes_ES
dc.subjectStructural equation modellinges_ES
dc.titleSelf-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Studentses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doi10.3389/fpsyg.2021.602904
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones_ES


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Atribución 3.0 España
Except where otherwise noted, this item's license is described as Atribución 3.0 España