Corrigendum: Advances on self-regulation models: A new research agenda through the SR vs ER behavior theory in different psychology contexts.

[This corrects the article DOI: 10.3389/fpsyg.2022.861493.].

Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ in a university environment: theoretical basis, structure and functionality.

This article describes and introduces the Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ Its purpose is to assess, evaluate and treat stress and psychological wellbeing. First, the theoretical assumptions of the model are presented. This model is an application of the 3P Model, Theory of Internal vs. External Behavioral Regulation and the Model of Competency for the Management of Stress and Psychological Wellbeing. Second, the conceptual structure of the model is presented. This model allows the structural and functional determination of the variables and predictive, mediating and final factors for stress and psychological wellbeing. Third, the functional structure is presented. For predictive factors, the internal and external self-regulation theoretical model allows us to assess levels of internal and external regulation of the individual and their context, as well as other personal and contextual factors involved in self-regulation. For mediating factors, the model of competence for the management of stress and wellbeing allows us to analyze conceptual (concept and principles), mediating (skills and metaskills) and attitudinal (attitudes, values and habits) variables. Finally, in relation to factors that condition outcomes, we can determine levels of response to stress and psychological wellbeing. Finally, limitations and conclusions are presented. The model also allows us to determine predictive relationships between those three types of variables and is functionally transferable to other contexts, including contexts proper to the psychology of education, clinical practice and healthcare, and psychosocial, organizational and technological contexts.

Self- vs. External-Regulation Behavior ScaleTM in different psychological contexts: A validation study.

The self- vs. external-regulation behavior theory, SR-ER Theory (2021) model has postulated the Self-Regulation /Non or De-Regulation/Dys-regulation (SR-NR-DR) continuum in the person and in their context. The model also generates a behavioral heuristic that allows us to predict and explain the variability of other dependent behavioral variables in a range of scenarios (clinical, educational, health and technology contexts). Consequently, the objective of this study was to validate the different scales prepared on the basis of the theory presented. A total of 469 students voluntarily completed at different times the five questionnaires presented, to give a total of 1,385 completed questionnaires. Using an ex post facto design, descriptive, correlational, confirmatory factorial analysis (CFA), reliability, and concurrent validity analyses were carried out. The scales were analyzed individually and as a whole. The results showed the acceptable structure of scale and consistent levels of reliability. The five levels generated by the SR-NR-DR (personal and contextual) combinatory heuristic that arises from the theoretical model determined significant differences in the levels of the variables analyzed for each psychological context. We discuss the theoretical implications and the implications for the assessment and improvement of the behaviors analyzed in function of the personal and contextual regulation levels evaluated.

A proposed protocol for the registration of evidence-based Educational Psychology programs.

The turn to evidence-based interventions is significant for Psychology in general and for Educational Psychology in particular. Although there is a great deal of published evidence for program validation, there is currently no protocol for the evaluation of educational psychology evidence-based intervention programs and there is no General Register of such programs to act as a central information depository. This article has four objectives: (1) To assess the significance of the turn to Evidence-Based Programs in the context of today's Knowledge Society and Research and Development, Transfer and Innovation (R&Di) activities; (2) To provide a Classification of Programs based on the degree of specialization required for appropriate professional use in line with the requirements of the Code of Ethics in Psychology; (3) To tentatively propose a Protocol for the Registration of Evidence-Based Educational Psychology Programs; and (4) Finally, to identify some implications of the protocol. We conclude that there is a need for a General Register of validated programs.

Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts.

The aim of this paper is to demonstrate how Bandura's Social Cognitive Theory (1986) influenced the development of several complementary models of the construct of Self-Regulation. Building on the foundation of Self-Determination Theory, SDT (2000), and Zimmerman's Self-Regulation Theory, SR (2001), with their assumptions, contributions, goddesses, and limitations, we come to the Self- vs. External Regulatory Theory, SR-ER (2021). Finally, we integrate recent evidence demonstrating the explanatory adequacy of the SR vs. ER model for different psychological constructions in different settings related to education, health, clinical practice and social work. Complementary, a new theoretical and empirical research agenda is presented, to continue testing the adequacy of SR vs. ER assumptions, and to better understand the behavioral variability of the different constructs studied.

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) 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.

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.

The aim of this research was to establish linear relations (association and prediction) and inferential relations between three constructs at different levels of psychological research - executive dysfunction (microanalysis), self-regulation (molecular level), and self- vs. external regulation (molar level), in the prediction of emotion regulation difficulties. We hypothesized that personal and contextual regulatory factors would be negatively related to levels of executive dysfunction and emotion regulation difficulties; by way of complement, non-regulatory and dysregulatory personal, and contextual factors would be positively related to these same difficulties. To establish relationships, we used a retrospective, ex post facto design, where 298 university students voluntarily participated by completing standardized self-reports. Linear and structural correlational, predictive analyses were performed, as well as inferential analyses. Results were consistent and validated the proposed hypotheses, for both association and prediction. The most important result refers to the discriminant value of the five-level combination heuristic for predicting Executive Function and External (contextual) Dys-Regulation. In conclusion: (1) both personal and contextual regulation factors must be analyzed in order to better understand the variation in executive functions and emotion regulation difficulties; (2) it is important to continue connecting the different levels of the constructs referring to self-regulation, given their complementary role in the behavioral analysis of regulation difficulties.

Validation of the Child and Youth Resilience Measure-28 (CYRM-28) among Spanish youth.

Objectives: This article presents a validation study of the 28-item Child and Youth Resilience Measure (CYRM-28). The sample contained 365 Spanish youth ages between 15 to 21, from Navarre (Spain), all of them enrolled in Initial Vocational Qualification Programs. Method: The CYRM-28 was administered to students from 27 secondary schools in the province of Navarre. Confirmatory analyses were conducted. Results: The structure of the original scale was confirmed, as well as acceptable psychometric properties. Discussion: Findings add support to the CYRM-28 as a reliable and valid self-report instrument that measures three components of resilience processes in the lives of youth with complex needs. The CYRM-28 shows adequate psychometric properties, the CFA presents indices of goodness and fit (Chi-squared = 60,170, df = 17, p < .001; CFI = .960, TLI = .934, IFI = .961, RFI = .911 and NFI = .946; RMSEA = .084). Conclusion: Advanced statistical modeling yielded evidence that the scale, originally developed for use in several countries, can be used to assess resilience in Spanish youth.

Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University.

The aim of this cross-sectional study was to establish predictive relationships of the Big Five personality factors (according to their self-regulatory level), together with resilience (proactive and reactive factors), for factors and symptoms of academic stress related to teaching and learning in the University context. A total of 405 female undergraduate students were selected, and completed questionnaires that had been previously validated in Spanish University students (Big Five personality factors, resilience, and academic stress symptoms and factors). A linear, ex-post facto design was used, including linear regression, Structural Equation Modeling (SEM), and mediational analyses. Specific linear regression showed the expected gradation: that self-regulatory personality factors (conscientiousness, extraversion) were positive linear predictors of proactive resilience, as well as significant negative predictors of stress factors and symptoms of academic stress; while the non-regulatory personality factors (openness to experience, agreeableness) showed little relationship. By contrast, the dysregulatory personality factor (neuroticism) was a negative predictor of proactive resilience, a positive predictor of reactive resilience, and positively predicted academic stress factors in the teaching and learning process, as well as stress symptoms. SEM general analysis showed that personality factors positively predicted resilience, and resilience negatively predicted factors and symptoms of academic stress. Specific mediational model analysis, with each personality factor, confirmed the different mediating relationships that appeared in the linear regression analyses. These results are discussed from the perspective of promoting resilience and healthy personalities in the University context. Implications for addressing academic stress at University are discussed.

The Role of Gender and Age in the Emotional Well-Being Outcomes of Young Adults.

Young adults face different stressors in their transition to college. Negative emotions such as stress can emerge from the demands they face. This study aimed at gaining an improved understanding of the role that gender and age play in the well-being of young adults. Coping strategies, resilience, self-regulation, and positivity were selected as indicators of well-being. Descriptive and inferential analysis have been conducted. Results show that well-being varies significantly with age and gender. Gender was predominantly involved in the acquisition of the well-being outcomes, highly predicting problem-focused coping strategies. No interaction effects were found between gender and age. An improved understanding of the developmental factors involved in well-being outcomes will enlighten future interventions aimed at improving young people's resources to face adversity.

Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students.

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 ex post facto design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1; 5 × 2) were carried out. The results confirmed that the level of self-regulation and the level of regulatory teaching jointly determined the level of stress factors and symptoms of university students. Once again, a five-level heuristic of possible combinations was configured to jointly determine university students' level of academic stress. We concluded that the combination of different levels of student regulation and regulation from the teaching process jointly determines university students' level of academic stress. The implications for university students' emotional health, stress prevention, and well-being are established.

Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students.

The SRL vs.ERL Theory predicts that a student's own self-regulation and the regulatory nature of the context are factors that jointly determine the student's level of motivational-affective variables. However, this principle has not yet been verified in the case of achievement emotions. The aim of this research was to test this prediction, with the hypothesis that students' level of self-regulation (low-medium-high), in interaction with the regulatory nature of the teaching (low-medium-high), would determine positive or negative emotions as well as the degree of burnout/engagement. A total of 440 university students completed validated questionnaires on self-regulation; regulatory teaching; achievement emotions in class, in study and in testing situations; and on burnout/engagement. Using a quasi-experimental design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1) were carried out. The results confirmed that the level of self-regulation and the level of external regulation jointly determined university students' level of achievement emotions, as well as their level of burnout/engagement. Based on these results, a five-level progressive scale was configured. We conclude that this scale may be useful and adequate as a heuristic technique or model for understanding and analyzing the type of student-teacher interaction that is taking place in the university classroom, and thereby learn the probability of stressful effects and the students' level of emotional health.

Implications of Unconnected Micro, Molecular, and Molar Level Research in Psychology: The Case of Executive Functions, Self-Regulation, and External Regulation.

The proliferation of research production in Psychology as a science has been increasing exponentially. This situation leads to the necessity of organizing the research production into different levels of analysis that make it possible to delimit each research domain. The objective of this analysis is to clearly distinguish the different levels of research: micro-analysis, molecular, and molar. Each level is presented, along with an analysis of its benefits and limitations. Next, this analysis is applied to the topics of Executive Functions, Self-Regulation, and External Regulation. Conclusions, limitations, and implications for future research are offered, with a view toward a better connection of research production across the different levels, and an allusion to ethical considerations.

Satisfaction With the Self-Assessment of University Students Through e-Coping With Academic Stress Utility TM.

The general purpose of this report is: (1) research was to check whether the degree of satisfaction with the self-assessment activity of university students was related to the scores obtained and the degree of different variables, associated with level of Self-Regulation; (2) to present the online utility, e-Coping with Academic Stress TM, as a technological development in Educational Psychology; (3) analyze the possibilities of transfer of this technological innovation. A total of 929 university students, coming from a public university, participated in the use of this online utility. University students can use the tool's online inventories to make self-assessments in the different variables of Studying, Learning and Performing under Stress (SLPS Competency Model). Descriptives, correlational and inferential analyzes (ANOVAs and MANOVAs) were carried out. The results allowed to know the profile of competences of the analyzed university students, in addition to the degree of satisfaction with the self-evaluation. Finally, we communicate possible actions and options available for transfer of this resulting technology, through RD transfer contracts arranged directly or with other universities.

Validation of the Spanish Short Self-Regulation Questionnaire (SSSRQ) through Rasch Analysis.

Background: The aim of the study was to psychometrically characterize the Spanish Short Self-Regulation Questionnaire (SSSRQ) through Rasch analysis. Materials and Methods: 831 Spaniard university students (262 men), between 17 and 39 years of age and ranging from the first to the 5th year of studies, completed the SSSRQ questionnaire. Confirmatory factor analysis (CFA) was carried out in order to establish structural adequacy. Afterward, by means of the Rasch model, a study of each sub scale was conducted to test for dimensionality, fit of the sample questions, functionality of the response categories, reliability and estimation of Differential Item Functioning by gender and course. Results: The four sub-scales comply with the unidimensionality criteria, the questions are in line with the model, the response categories operate properly and the reliability of the sample is acceptable. Nonetheless, the test could benefit from the inclusion of additional items of both high and low difficulty in order to increase construct validity, discrimination and reliability for the respondents. Several items with differences in gender and course were also identified. Discussion: The results evidence the need and adequacy of this complementary psychometric analysis strategy, in relation to the CFA to enhance the instrument.

Action-Emotion Style, Learning Approach and Coping Strategies, in Undergraduate University Students / Estilo de Acción-Emoción, enfoque de aprendizaje y estrategias de afrontamiento en estudiante universitarios no graduados

Action-Emotion Style (AES) is an affective-motivational construct that describes the achievement motivation that is characteristic of students in their interaction with stressful situations. Using elements from the Type-A Behavior Pattern (TABP), characteristics of competitiveness and overwork occur in different combinations with emotions of impatience and hostility, leading to a classification containing five categories of action-emotion style (Type B, Impatient-hostile type, Medium type, Competitive-Overworking type and Type A). The objective of the present research is to establish how characteristics of action-emotion style relate to learning approach (deep and surface approaches) and to coping strategies (emotion-focused and problem-focused). The sample was composed of 225 students from the Psychology degree program. Pearson correlation analyses, ANOVAs and MANOVAs were used. Results showed that competitiveness-overwork characteristics have a significant positive association with the deep approach and with problem-focused strategies, while impatience-hostility is thus related to surface approach and emotion focused strategies. The level of action-emotion style had a significant main effect. The results verified our hypotheses with reference to the relationships between action-emotion style, learning approaches and coping strategies

El Estilo Acción-Emoción (EAE) es un constructo psicológico de tipo motivacional-afectivo referido a la motivación de logro, basado en el Patrón de Conducta tipo A (PCTA), característico de los alumnos, en interacción con situaciones de estrés. La combinación de la competitividad y la sobrecarga laboral, con las emociones de la impaciencia y hostilidad, conduce a una clasificación en cinco categorías de estilo de acción emoción (Tipo B, tipo Impaciente-hostil, Tipo Medio, Tipo Competitivo Sobrecarga Laboral y Tipo A). El objetivo de la presente investigación fue establecer la relación entre las características del EAE con los enfoques de aprendizaje (enfoque profundo y enfoque superficial) y las estrategias de afrontamiento (centradas en la emoción y centradas en el problema). La muestra estuvo compuesta por 225 estudiantes del Programa de Licenciatura en Psicología. Se realizaron análisis de correlaciones bivariados de Pearson y análisis multivariados. Los resultados mostraron una asociación positiva y significativa de las características de la competitividad-sobrecarga con el enfoque profundo y las estrategias centradas en el problema, así como de la impaciencia-hostilidad con el enfoque superficial y las estrategias centradas en la emoción. El nivel de estilo de acción-emoción tuvo un efecto principal significativo. Los resultados obtenidos verifican las hipó- tesis planteadas referidas a la relación entre el estilo de acción-emoción, los enfoques de aprendizaje y las estrategias de afrontamiento

Factor structure of the self-regulation questionnaire (SRQ) at Spanish Universities

The Self-Regulation Questionnaire (SRQ) has been used in psychology research during the last decade. The instrument has been used in a variety of life domains: psychological well-being, dispositional happiness, depressive symptoms and career adaptability. This investigation studies the factor structure and internal consistency of the SRQ, extracting a short version in the Spanish context and examining its relation to academic variables (self-regulated learning and grades). The analysis started from a version with 63 items, representing seven conceptual dimensions. This version was administered to a sample of 834 students from Education and Psychology. The data from the above-mentioned sample were randomly divided into two sets, each containing 50% of the students (n = 417): exploratory and confirmatory. In the exploratory sample, exploratory factor analysis findings suggested a more parsimonious measurement model, with 17 items and 4 first-order factors. The confirmatory sample was used in the confirmatory factor analysis. The results show evidence for the internal consistency of the Short Self-Regulation Questionnaire (SSRQ) in the Spanish context, with indices greater than .90 and errors around .05. Regarding academic variables, both versions are related to self-regulated learning (r = .40, p < .01) and students’ grades (r = .15, p < .01). Differences from other studies done in North America are discussed, as well as similarities to a study from North-West University (in South Africa) (AU)

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Factor structure of the Self-Regulation Questionnaire (SRQ) at Spanish universities.

The Self-Regulation Questionnaire (SRQ) has been used in psychology research during the last decade. The instrument has been used in a variety of life domains: psychological well-being, dispositional happiness, depressive symptoms and career adaptability. This investigation studies the factor structure and internal consistency of the SRQ, extracting a short version in the Spanish context and examining its relation to academic variables (self-regulated learning and grades). The analysis started from a version with 63 items, representing seven conceptual dimensions. This version was administered to a sample of 834 students from Education and Psychology. The data from the above-mentioned sample were randomly divided into two sets, each containing 50% of the students (n = 417): exploratory and confirmatory. In the exploratory sample, exploratory factor analysis findings suggested a more parsimonious measurement model, with 17 items and 4 first-order factors. The confirmatory sample was used in the confirmatory factor analysis. The results show evidence for the internal consistency of the Short Self-Regulation Questionnaire (SSRQ) in the Spanish context, with indices greater than .90 and errors around .05. Regarding academic variables, both versions are related to self-regulated learning (r = .40, p < .01) and students' grades (r = .15, p < .01). Differences from other studies done in North America are discussed, as well as similarities to a study from North-West University (in South Africa).

Students' Factors Affecting Undergraduates' Perceptions of their Teaching and Learning Process within ECTS Experience.

INTRODUCTION: In the present study, we investigated the potential factors that influenced the level of students satisfaction with the teaching-learning process (TLP), from the perspective of students participating in the European Credit Transfer System (ECTS) experience. METHOD: A total of 1490 students from the Universities of Almería and Granada (Spain) participated in an evaluation of their class discipline area. They completed the new revised protocol for evaluating the ECTS experience. Analyses of variance were carried out, taking the following factors as independent variables: student's grade average, year in school, study discipline, credit load in terms of ECTS credits assigned to a subject, the e-learning approach. Perception of the TLP was used as the dependent variable. RESULTS: The data analyses showed variability of the degree of statistically significance among the factors that influenced students' perceptions of the TLP. These factors included: Student's grade average (in favor of high performers), year in school (in favor of earlier years), ECTS load (in favor of subjects with a medium load of credits), and e-learning (in favor of its use). These research findings provided evidence to explore the delineation of a potential profile of factors that trigger a favorable perception of the TLP. DISCUSSION AND CONCLUSION: The present findings certainly have implications to deepen our understanding of the core beliefs, commitment, and the experience in shaping the implementation of the European Higher Education Area through the ECTS.

[Perception of the teaching-learning process and academic achievement in diverse instructional contexts of Higher Education]. / Percepción del proceso de enseñanza-aprendizaje y rendimiento académico en diferentes contextos instruccionales de la Educación Superior.

In Higher Education, performance and Teaching-Learning (T-L) contexts are highly current concerns. Based on the DEDEPRO model, interdependence can be established between instructional contexts and levels of performance as they relate to the T-L process. Partitipants were 2020 pupils from two Spanish universities. Measurements of both variables were used in a quasi-experimental and correlational design. The univariate and causal analyses showed the effect of context on the T-L process and on performance; thus, the interdependent relationships between the latter and perception of the T-L process. Partial interaction effects also appeared, as well as a causal model of academic performance. Results are discussed and implications for the ECTS (European Credit Transfer System) are analyzed.