ArticleFrontiers in psychology2020
Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction 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 13 papers.
What it found
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Who cites it
13 citing papers in PubMed.
- The relationship between digital literacy, perceived usefulness, and learning satisfaction among medical students in blended learning: the mediating role of learning engagement.BMC medical education · 2025Article
- Psychological Distress and Online Academic Difficulties: Development and Validation of Scale to Measure Students' Mental Health Problems in Online Learning.Behavioral sciences (Basel, Switzerland) · 2024Article
- Modelling the associations between academic engagement, study process and grit on academic achievement of physical education and sport university students.BMC psychology · 2023Article
- The impact of self-directed learning experience and course experience on learning satisfaction of university students in blended learning environments: the mediating role of deep and surface learning approach.Frontiers in psychology · 2023Article
- Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts.Frontiers in psychology · 2022Review
- Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study.Frontiers in psychology · 2022Article
- Self- vs. External-Regulation Behavior ScaleFrontiers in psychology · 2022Article
- Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age.International journal of environmental research and public health · 2021Article
- Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil.International journal of environmental research and public health · 2021Article
- 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
- How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students.Frontiers in psychology · 2021Article
- Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students.Frontiers in psychology · 2021Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The aim of this research was to determine the degree to which undergraduate students' learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal factor (contextual or regulatory teaching). The hypothesis proposed that greater combined regulation (internal and external) would be accompanied by more of a deep approach to learning, more satisfaction and higher achievement, while a lower level of combined regulation would determine a surface approach, less satisfaction and lower achievement. Within 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.