ArticleFrontiers in psychology2022
Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Educational psychology (2010-2025): living a paradigm change in the study of self-regulated learning behavior.Frontiers in psychology · 2026Article
- Decision fatigue of surrogate decision-makers: a scoping review.BMC medical informatics and decision making · 2025Article
- Effect of Combined Regulatory Behavior Index (CRBI) on regulatory fatigue and behavioral adaptability (classical and reformulated) in the university context.Frontiers in psychology · 2025Article
- The combined value of executive functions and self-regulated learning to predict differences in study success among higher education students.Frontiers in psychology · 2023Article
- Article
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Authors and funding
6 authors.
Funding
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Abstract
Since the mid-20th century, the study of Self-Regulated Learning (SRL) has aimed to identify the distinctive characteristics that enable individuals to acquire new knowledge and skills under their control. The theory of Internal Self-Regulation vs. External-Regulation in Learning (SRL vs. ERL; 2017) has postulated that a large number of self-regulatory variables are mediated by regulated/non-regulated or dysregulated features of the context. After signing their informed consent, a total of 616 university students completed validated instruments of SRL vs. ERL, behavioral regulation (SRB), regulatory teaching (RT), and metacognitive study control strategies (SRS). Using an ex-post facto design and correlation, regression, structural equation model and mediation analyses, the present research aimed to establish multicausal predictive relationships among the analyzed variables. Results indicated positive predictive effects between the external regulation variables on the self-regulation variables in learning [regulation (SRL)/non-regulation (NRL)/dysregulation (DRL)]; as well as positive predictive effects between SRL on SRB, RT and metacognitive SRS. Additionally, external regulation (ERL) not only predicted but mediated numerous relations among the variables studied. Other findings and important considerations for future research in the field of self-regulation are discussed.
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