<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:10481/76898">
      <dc:title>Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study</dc:title>
      <dc:creator>Pachón Basallo, Mónica</dc:creator>
      <dc:creator>Vera Martínez, Manuel Mariano</dc:creator>
      <dc:subject>SRL vs. ERL Theory</dc:subject>
      <dc:subject>Self-regulation learning</dc:subject>
      <dc:subject>External regulation learning</dc:subject>
      <dc:subject>Selfregulated study</dc:subject>
      <dc:subject>Metacognition</dc:subject>
      <dc:description>Since the mid-20th century, the study of Self-Regulated Learning (SRL)&#xd;
has aimed to identify the distinctive characteristics that enable individuals&#xd;
to acquire new knowledge and skills under their control. The theory of&#xd;
Internal Self-Regulation vs. External-Regulation in Learning (SRL vs. ERL;&#xd;
2017) has postulated that a large number of self-regulatory variables are&#xd;
mediated by regulated/non-regulated or dysregulated features of the context.&#xd;
After signing their informed consent, a total of 616 university students&#xd;
completed validated instruments of SRL vs. ERL, behavioral regulation (SRB),&#xd;
regulatory teaching (RT), and metacognitive study control strategies (SRS).&#xd;
Using an ex-post facto design and correlation, regression, structural equation&#xd;
model and mediation analyses, the present research aimed to establish&#xd;
multicausal predictive relationships among the analyzed variables. Results&#xd;
indicated positive predictive effects between the external regulation variables&#xd;
on the self-regulation variables in learning [regulation (SRL)/non-regulation&#xd;
(NRL)/dysregulation (DRL)]; as well as positive predictive effects between SRL&#xd;
on SRB, RT and metacognitive SRS. Additionally, external regulation (ERL) not&#xd;
only predicted but mediated numerous relations among the variables studied.&#xd;
Other findings and important considerations for future research in the field of&#xd;
self-regulation are discussed.</dc:description>
      <dc:date>2022-09-23T09:07:48Z</dc:date>
      <dc:date>2022-09-23T09:07:48Z</dc:date>
      <dc:date>2022-08-04</dc:date>
      <dc:type>journal article</dc:type>
      <dc:identifier>Pachón-Basallo M... [et al.] (2022) Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study. Front. Psychol. 13:968733. doi: [10.3389/fpsyg.2022.968733]</dc:identifier>
      <dc:identifier>https://hdl.handle.net/10481/76898</dc:identifier>
      <dc:identifier>10.3389/fpsyg.2022.968733</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by/4.0/</dc:rights>
      <dc:rights>open access</dc:rights>
      <dc:rights>Atribución 4.0 Internacional</dc:rights>
      <dc:publisher>Frontiers</dc:publisher>
   </ow:Publication>
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