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.

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).

Analysis and Psychoeducational Implications of the Behavior Factor During the COVID-19 Emergency.

This theoretical analysis seeks to contribute to three objectives within the context of the proposed Research Topic: (1) 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. (2) Analyze the importance of behavioral-educational factors in the pandemic situation, using a precise theoretical model from educational psychology for this analysis.

Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students.

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. Within an facto design by selection, 1036 university students completed validated questionnaires using an online tool.