Description

The present investigation examines how personal self-regulation (presage variable) and regulatory teaching (process variable of teaching) relate to learning approaches, strategies for coping with stress, and self-regulated learning (process variables

The present investigation examines how personal self-regulation (presage variable) and regulatory teaching (process variable of teaching) relate to learning approaches, strategies for coping with stress, and self-regulated learning (process variables of learning) and, finally, how they relate to performance and satisfaction with the learning process (product variables). The objective was to clarify the associative and predictive relations between these variables, as contextualized in two different models that use the presage-process-product paradigm (the Biggs and DEDEPRO models).

Reuse Permissions
  • application/pdf

    Download count: 0

    Details

    Contributors
    Date Created
    • 2015-04-21
    Resource Type
  • Text
  • Collections this item is in
    Identifier
    • Digital object identifier: 10.3389/fpsyg.2015.00399
    • Identifier Type
      International standard serial number
      Identifier Value
      1664-1078

    Citation and reuse

    Cite this item

    This is a suggested citation. Consult the appropriate style guide for specific citation guidelines.

    Fuente, J. D., Zapata, L., Martínez-Vicente, J. M., Sander, P., & Cardelle-Elawar, M. (2014). The role of personal self-regulation and regulatory teaching to predict motivational-affective variables, achievement, and satisfaction: a structural model. Frontiers in Psychology, 6. doi:10.3389/fpsyg.2015.00399

    Machine-readable links