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Personal Self-regulation, Self-regulated Learning and Co** Strategies, in University Context with Stress

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Metacognition: Fundaments, Applications, and Trends

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Abstract

Personal self-regulation is an important variable in education and research, but self-regulated learning is the construct seen most often in the educational context. Existing studies do not seek to establish relationships between personal self-regulation and other educational variables. We define conceptual characteristics and relationships of personal self-regulation (personal presage variable), self-regulated learning (meta-cognitive, process variable) and co** strategies (meta-motivational, meta-affective process variable), establishing the importance of these variables in future meta-cognition research. These relationships have been established conceptually and empirically within the 3P and DEDEPRO Models, and are confirmed in recent research: namely, the importance of personal self-regulation in determining the degree of cognitive self-regulation during the process of university learning with stress; the relationship between personal self-regulation and the type and quantity of co** strategies, and the relationship between self-regulated learning and co**. We conclude by discussing our experience with an online self-help system designed for university students.

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Abbreviations

ANOVA:

Analysis of variance

BAC:

Blood alcohol content

CAR:

Cuestionario de autorregulacion personal

CFI:

Comparative fit index

DEDEPRO:

Design, development, product

ICT:

Information and communication technologies

IFI:

Incremental fit index

MANOVA:

Multivariate analysis of variance

NFI:

Normed fit index

RFI:

Relative fit index

RMSEA:

Root mean square error of approximation

SEM:

Structural equation modeling

SRL:

Self-regulated learning

SRQ:

Self regulation questionnaire

TLI:

Tucker Lewis index

3P:

Presage, process, product

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Acknowledgments

R&D Project ref. EDU2011-24805 (2012–2014). MICINN (Spain) and FEDER Fund (Europe). Motivational-affective strategies for personal self-regulation and co** with stress, in the teaching-learning process at university. http://www.estres.investigacion-psicopedagogica.com/english/seccion.php?idseccion=1.

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Authors and Affiliations

  1. Department of Psychology, University of Almería, Carretera de Sacramento s/n, La Cañada de San Urbano, 04120, Almería, Spain

    Jesús de la Fuente & José Manuel Martínez-Vicente

  2. Education & Psychology I+D+i. Science and Technology Spin-Off, University of Almería, Costa Azul No 68, 04009, Almería, Spain

    Lucía Zapata

  3. Department of Psychology, Cardiff Metropolitan University UWIC, Western Avenue, Llandaff, Cardiff, CF5 2YG, UK

    Paul Sander

  4. Faculty of Education, Edge Hill University, Ormskirk, L39 4QP, UK

    Dave Putwain

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  1. Jesús de la Fuente
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  2. Lucía Zapata
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  3. José Manuel Martínez-Vicente
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  4. Paul Sander
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  5. Dave Putwain
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Correspondence to Jesús de la Fuente .

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  1. World Outreach Light to the Nations Ministries, Instituto Politécnico Nacional, Escuela Superior de Ingeniería Mecánica y Eléctrica, Zacatenco, Mexico City, Mexico

    Alejandro Peña-Ayala

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de la Fuente, J., Zapata, L., Martínez-Vicente, J.M., Sander, P., Putwain, D. (2015). Personal Self-regulation, Self-regulated Learning and Co** Strategies, in University Context with Stress. In: Peña-Ayala, A. (eds) Metacognition: Fundaments, Applications, and Trends. Intelligent Systems Reference Library, vol 76. Springer, Cham. https://doi.org/10.1007/978-3-319-11062-2_9

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