title: Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students.
abstract: TheTheory of Self- vs. Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect oflow-medium-highlevels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interactionwasa high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes.
authors.affiliation: Educational and Developmental Psychology, Department of Psychology, School of Psychology, University of AlmeríaAlmería, Spain; Department of Psychology, Associate Research of Universidad Autónoma de ChileSantiago de Chile, Chile.
authors.forename: Jesús
authors.initials: J
authors.lastname: de la Fuente
authors.affiliation: Department of Psychology, Arden University Coventry, UK.
authors.forename: Paul
authors.initials: P
authors.lastname: Sander
authors.affiliation: Department of Psychology, School of Psychology, University of Almería Almería, Spain.
authors.forename: José M
authors.initials: JM
authors.lastname: Martínez-Vicente
authors.affiliation: Escuela Universitaria Maria Inmaculada, University of Granada Granada, Spain.
authors.forename: Mariano
authors.initials: M
authors.lastname: Vera
authors.affiliation: Department of Psychology, School of Psychology, Fundación Universitaria Konrad Lorenz Bogotá, Colombia.
authors.forename: Angélica
authors.initials: A
authors.lastname: Garzón
authors.affiliation: Prevention Service, University of Sassari Sassari, Italy.
authors.forename: Salvattore
authors.initials: S
authors.lastname: Fadda
keywords: academic achievement; confidence; engagement; learning approaches; personal self-regulation; regulatory teaching; resilience; test anxiety