22 found
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  1.  4
    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.Jesús de la Fuente, Paul Sander, José M. Martínez-Vicente, Mariano Vera, Angélica Garzón & Salvattore Fadda - 2017 - Frontiers in Psychology 8.
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  2.  12
    Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students.Jesús de la Fuente, José Manuel Martínez-Vicente, Francisco Javier Peralta-Sánchez, Angélica Garzón-Umerenkova, Manuel Mariano Vera & Paola Paoloni - 2019 - Frontiers in Psychology 10.
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  3.  9
    Relationship between Resilience and Self-regulation: A Study of Spanish Youth at Risk of Social Exclusion.Raquel Artuch-Garde, Maria del Carmen González-Torres, Jesús de la Fuente, M. Mariano Vera, María Fernández-Cabezas & Mireia López-García - 2017 - Frontiers in Psychology 8.
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  4.  5
    Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students.Jesús de la Fuente, Francisco Javier Peralta-Sánchez, Jose Manuel Martínez-Vicente, Paul Sander, Angélica Garzón-Umerenkova & Lucía Zapata - 2020 - Frontiers in Psychology 11.
    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 (...)
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  5.  32
    The role of personal self-regulation and regulatory teaching to predict motivational-affective variables, achievement, and satisfaction: a structural model.Jesus De la Fuente, Lucía Zapata, Jose M. Martínez-Vicente, Paul Sander & María Cardelle-Elawar - 2015 - Frontiers in Psychology 6.
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  6.  19
    Implications of Unconnected Micro, Molecular, and Molar Level Research in Psychology: The Case of Executive Functions, Self-Regulation, and External Regulation.Jesús de la Fuente, María Carmen González-Torres, Maite Aznárez-Sanado, José Manuel Martínez-Vicente, Francisco Javier Peralta-Sánchez & Manuel Mariano Vera - 2019 - Frontiers in Psychology 10.
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  7.  10
    Self-Regulation Questionnaire (SRQ) in Spanish Adolescents: Factor Structure and Rasch Analysis.María Carmen Pichardo, Francisco Cano, Angélica Garzón-Umerenkova, Jesús de la Fuente, F. Javier Peralta-Sánchez & Jorge Amate-Romera - 2018 - Frontiers in Psychology 9.
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  8.  4
    Analysis and Psychoeducational Implications of the Behavior Factor During the COVID-19 Emergency.Jesús de la Fuente, Douglass F. Kauffman, Michael S. Dempsy & Yashu Kauffman - 2021 - Frontiers in Psychology 12.
    This theoretical analysis seeks to contribute to three objectives within the context of the proposed Frontiers Research Topic: delimit two levels of analysis in the present pandemic situation: medicine-epidemiology and behavioral psychology, still under-addressed. While medicine has its essential role on the biological side, psychology has a comparable role on the behavioral side. Analyze the importance of behavioral-educational factors in the pandemic situation, using a precise theoretical model from educational psychology for this analysis. Propose preventive, psychoeducational intervention strategies based on (...)
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  9.  8
    Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students.Jesús de la Fuente, Paul Sander, Douglas F. Kauffman & Meryem Yilmaz Soylu - 2020 - Frontiers in Psychology 11.
    The aim of this research was to determine the degree to which undergraduate students’ learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal factor (contextual or regulatory teaching). The hypothesis proposed that greater combined regulation (internal and external) would be accompanied by more of a deep approach to learning, more satisfaction and higher achievement, while a lower level of combined regulation would determine a surface approach, less satisfaction and lower achievement. (...)
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  10.  1
    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.Jesús de la Fuente, José Manuel Martínez-Vicente, Mónica Pachón-Basallo, Francisco Javier Peralta-Sánchez, Manuel Mariano Vera-Martínez & Magdalena P. Andrés-Romero - 2022 - Frontiers in Psychology 13:876292.
    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), andself-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, (...)
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  11.  7
    Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students.Jesús de la Fuente, Paul Sander, Angélica Garzón-Umerenkova, Manuel Mariano Vera-Martínez, Salvatore Fadda & Martha Leticia Gaetha - 2021 - Frontiers in Psychology 12.
    The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate (...)
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  12.  20
    A Linear Empirical Model of Self-Regulation on Flourishing, Health, Procrastination, and Achievement, Among University Students.Angélica Garzón-Umerenkova, Jesús de la Fuente, Jorge Amate, Paola V. Paoloni, Salvatore Fadda & Javier Fiz Pérez - 2018 - Frontiers in Psychology 9.
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  13.  8
    Linear Relationship between Resilience, Learning Approaches, and Coping Strategies to Predict Achievement in Undergraduate Students.Jesús de la Fuente, María Fernández-Cabezas, Matilde Cambil, Manuel M. Vera, Maria Carmen González-Torres & Raquel Artuch-Garde - 2017 - Frontiers in Psychology 8.
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  14.  8
    Adapting the Research Development and Innovation Value Chain in Psychology to Educational Psychology Area.Jesús de la Fuente, Douglas Kauffman, Unai Díaz-Orueta & Yashu Kauffman - 2018 - Frontiers in Psychology 9.
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  15.  15
    The Adolescent's Competency for Interacting with Alcohol as a Determinant of Intake: The Role of Self-Regulation.Jesús de la Fuente, Inmaculada Cubero, Mari Carmen Sánchez-Amate, Francisco J. Peralta, Angélica Garzón & Javier Fiz Pérez - 2017 - Frontiers in Psychology 8.
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  16.  9
    Characteristics, Structure, and Effects of an On-Line Tool for Improvement in Adolescents’ Competency for Interaction With Alcohol: The e-ALADOTM Utility.Jesús de la Fuente, Inmaculada Cubero, Francisco Javier Peralta, Mari Carmen Sánchez, Jose Luis Salmerón & Salvatore Fadda - 2019 - Frontiers in Psychology 10.
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  17.  3
    Editorial: Coronavirus disease (COVID-19): Psychoeducational variables involved in the health emergency.Jesus de la Fuente, Douglas F. Kauffman, Michel S. Dempsy & Yashu Kauffman - 2022 - Frontiers in Psychology 13.
  18.  10
    Editorial: Psychology, Technological Innovation, and Entrepreneurship.Jesús de la Fuente, Douglas F. Kauffman & Unai Díaz-Orueta - 2019 - Frontiers in Psychology 10.
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  19.  3
    Self- vs. External-Regulation Behavior ScaleTM in different psychological contexts: A validation study.Jesús de la Fuente, Mónica Pachón-Basallo, José Manuel Martínez-Vicente, Francisco Javier Peralta-Sánchez, Angélica Garzón-Umerenkova & Paul Sander - 2022 - Frontiers in Psychology 13.
    The self- vs. external-regulation behavior theory, SR-ER Theory model has postulated the Self-Regulation /Non or De-Regulation/Dys-regulation 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. 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 (...)
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  20.  7
    The Proactive-Reactive Resilience as a Mediational Variable Between the Character Strength and the Flourishing in Undergraduate Students.Jesús de la Fuente, Begoña Urien, Elkin O. Luis, María Carmen González-Torres, Raquel Artuch-Garde & Alvaro Balaguer - 2022 - Frontiers in Psychology 13.
    The aim of this research was to delimit the predictive and mediational model of resilience between character strengths to predict flourishing, in a sample of undergraduate students. After signing their informed consent, 642 university students completed three validated scales. Using an ex post facto design, regression, structural modeling, and mediation analyses were carried out, in order to construct a multi-causal predictive model. Results indicated a consistent predictive direct effect of character strengths on resilience and flourishing and of resilience on flourishing. (...)
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  21.  33
    Integrating Curriculum-Based Dynamic Assessment in Computerized Adaptive Testing: Development and Predictive Validity of the EDPL-BAI Battery on Reading Competence.Juan-José Navarro, Catalina Mourgues-Codern, Eduardo Guzmán, Isabel R. Rodríguez-Ortiz, Ricardo Conejo, Claudia Sánchez-Gutiérrez, Jesús de la Fuente, Diana Martella & Mahia Saracostti - 2018 - Frontiers in Psychology 9.
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  22.  5
    Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study.Mónica Pachón-Basallo, Jesús de la Fuente, María C. González-Torres, José Manuel Martínez-Vicente, Francisco J. Peralta-Sánchez & Manuel M. Vera-Martínez - 2022 - Frontiers in Psychology 13.
    Since the mid-20th century, the study of Self-Regulated Learning 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 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, regulatory teaching, and metacognitive study (...)
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