<rdf:RDF xmlns:rdf="http://www.openarchives.org/OAI/2.0/rdf/" xmlns:ow="http://www.ontoweb.org/ontology/1#" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:ds="http://dspace.org/ds/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:doc="http://www.lyncode.com/xoai" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/rdf/ http://www.openarchives.org/OAI/2.0/rdf.xsd">
   <ow:Publication rdf:about="oai:digibug.ugr.es:10481/67723">
      <dc:title>Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students</dc:title>
      <dc:creator>de la Fuente, Jesús</dc:creator>
      <dc:creator>Vera Martínez, Manuel Mariano</dc:creator>
      <dc:subject>Theory of self-regulated learning vs. externally-regulated learning</dc:subject>
      <dc:subject>Academic behavioral confidence</dc:subject>
      <dc:subject>Procrastination</dc:subject>
      <dc:subject>University</dc:subject>
      <dc:subject>Structural equation modelling</dc:subject>
      <dc:description>The combination of student Self-Regulation (SR) and the context of Regulatory Teaching&#xd;
(RT), each in varying degree, has recently been demonstrated to have effects on&#xd;
achievement emotions, factors and symptoms of stress, and coping strategies. The&#xd;
aim of the present research study is to verify its possible further effects, on academic&#xd;
behavioral confidence and procrastination. A total of 1193 university students completed&#xd;
validated online questionnaires with regard to specific subjects in their degree program.&#xd;
Using an ex post facto design, multivariate analyses and structural equation modeling&#xd;
(SEM) were carried out in order to test the relationships predicted by the model. SR&#xd;
and RT had a significant joint effect in determining the degree of academic behavioral&#xd;
confidence and of procrastination. Academic behavioral confidence also significantly&#xd;
predicted reasons for procrastinating, and these in turn predicted activities of&#xd;
procrastination. Conclusions are discussed, insisting on the combined weight of the two&#xd;
variables in determining academic behavioral confidence, reasons for procrastinating&#xd;
and activities subject to procrastination, in university students. Implications for guidance&#xd;
and educational support of university students and teachers are analyzed.</dc:description>
      <dc:date>2021-03-26T10:06:22Z</dc:date>
      <dc:date>2021-03-26T10:06:22Z</dc:date>
      <dc:date>2021-02-10</dc:date>
      <dc:type>info:eu-repo/semantics/article</dc:type>
      <dc:identifier>de 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]</dc:identifier>
      <dc:identifier>http://hdl.handle.net/10481/67723</dc:identifier>
      <dc:identifier>10.3389/fpsyg.2021.602904</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by/3.0/es/</dc:rights>
      <dc:rights>info:eu-repo/semantics/openAccess</dc:rights>
      <dc:rights>Atribución 3.0 España</dc:rights>
      <dc:publisher>Frontiers Media SA</dc:publisher>
   </ow:Publication>
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