Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study

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)...

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Authors: Pachón-Basallo, M. (Mónica)|||/items/d82668b8-901b-43a1-ab58-1eebb23d45ee, Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e, González-Torres, M.C. (María Carmen)|||/items/181eaf2f-7e89-4584-a070-61693e9519bb, Martínez-Vicente, J.M. (José Manuel)|||/items/502b3202-92b5-494e-88bc-b7ce535797f8, Peralta-Sánchez, F.J. (Francisco Javier)|||/items/97bacc02-0b1e-4c84-a845-4411ef6ba4e9, Vera-Martínez, M.M. (Manuel Mariano)|||/items/7335e437-4f82-43ff-9668-3f7a54c82479
Format: article
Publication Date:2022
Country:España
Institution:Universidad de Navarra
Repository:Dadun. Depósito Académico Digital de la Universidad de Navarra
Language:English
OAI Identifier:oai:dnet:dadun_______::ac520f76bac7e1e597eaf00f1da5ec4f
Online Access:https://hdl.handle.net/10171/124029
Access Level:Open access
Keyword:SRL vs. ERL Theory
External regulation learning
Metacognition
Self-regulated study
Self-regulation learning
Description
Summary: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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