, CMMSPW in a university environment: theoretical basis, structure and functionality.

This article describes and introduces the , Its purpose is to assess, evaluate and treat stress and psychological wellbeing. First, the of the model are presented. This model is an application of the 3P Model, Theory of Internal vs.

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.

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 in the context of today's Knowledge Society and Research and Development, Transfer and Innovation (R&Di) activities; (2) To provide a 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 ; and (4) Finally, to identify some implications of the protocol.

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

The , 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.

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.

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).

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 - (microanalysis), (molecular level), and vs. (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.

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.

Resilience as a 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.

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.

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.

Applying the to the Knowledge of Achievement Emotions in Undergraduate University Students.

The .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.

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.

Satisfaction With the Self-Assessment of University Students Through .

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, , 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).

Validation of the through Rasch Analysis.

The aim of the study was to psychometrically characterize the (SSSRQ) through Rasch analysis. 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.

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).

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.

[Perception of the teaching-learning process and academic achievement in diverse instructional contexts of Higher Education].

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.

[Vocational choice and career planning. Spanish adaptation of Holland's Self-Directed Search (SDS-R)].

The Self-Directed Search is a career-planning guide that works similarly to a vocational and professional interests inventory. A preliminary study allows detection of 68 ítems that need to be rectified, since they do not meet psychometric and semantic criteria. The current study demonstrates reliability and validity of the new adaptation.