ArticleFrontiers in psychology2020
Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 19 papers.
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Who cites it
19 citing papers in PubMed, 66 citations in OpenAlex.
- Educational psychology (2010-2025): living a paradigm change in the study of self-regulated learning behavior.Frontiers in psychology · 2026Article
- Effects of outdoor sports on college students' learning burnout: a multiple mediation model of social support and self-regulation.Frontiers in psychology · 2025Article
- The mediating effect of digital literacy and self-regulation on the relationship between emotional intelligence and academic stress among university students: a cross-sectional study.BMC medical education · 2024Article
- Workplace learning: the bidirectional relationship between stress and self-regulated learning in undergraduates.BMC medical education · 2024Article
- Concern About Returning to Face-to-Face Classes After the Pandemic: Importance of Emotional Intelligence and Stress Coping Strategies in Health Science Students.Advances in medical education and practice · 2023Article
- What are pre-service teachers like? Analysis of their psychosocial profile.Scandinavian journal of psychology · 2022Article
- Teachers' emotional well-being during the SARS-CoV-2 pandemic with long school closures: a large-scale cross-sectional survey in Northern Italy.Public health · 2022Article
- Self- vs. External-Regulation Behavior ScaleFrontiers in psychology · 2022Article
- English-learning stress and performance in Chinese college students: A serial mediation model of academic anxiety and academic burnout and the protective effect of grit.Frontiers in psychology · 2022Article
- Differential Predictive Effect of Self-Regulation Behavior and the Combination of Self- vs. External Regulation Behavior on Executive Dysfunctions and Emotion Regulation Difficulties, in University Students.Frontiers in psychology · 2022Article
- Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts.Frontiers in psychology · 2022Review
- Regulation/Non-Regulation/Dys-Regulation of Health Behavior, Psychological Reactance, and Health of University Undergraduate Students.International journal of environmental research and public health · 2021Article
- A Path Analysis Model of Protection and Risk Factors for University Academic Stress: Analysis and Psychoeducational Implications for the COVID-19 Emergency.Frontiers in psychology · 2021Article
- Resilience as aFrontiers in psychiatry · 2021Article
- How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students.Frontiers in psychology · 2021Article
- Analysis and Psychoeducational Implications of the Behavior Factor During the COVID-19 Emergency.Frontiers in psychology · 2021Review
- Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students.Frontiers in psychology · 2021Article
- Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students.Frontiers in psychology · 2020Article
- The Psychological State of Teachers During the COVID-19 Crisis: The Challenge of Returning to Face-to-Face Teaching.Frontiers in psychology · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors at 5 institutions in 3 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and symptoms of university students has not yet been demonstrated. The aim of this study was to test this prediction. It was hypothesized that the level of student self-regulation (low/medium/high), in interaction with the level of external regulation from teaching (low/medium/high), would also produce a linear effect on stress factors and symptoms of university students. A total of 527 undergraduate students completed validated questionnaires about self-regulation, regulatory teaching, stress factors, and symptoms. Using an
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.