Abstract
The Theory of Self- vs. Externally-Regulated LearningTM has integrated the variables of SRL theory, the DEDEPRO model, and the 3P model. This new Theory has proposed: (a) in general, the importance of the cyclical model of individual self-regulation (SR) and of external regulation stemming from the context (ER), as two different and complementary variables, both in combination and in interaction; (b) specifically, in the teaching-learning context, the relevance of different types of combinations between levels of self-regulation (SR) and of external regulation (ER) in the prediction of self-regulated learning (SRL), and of cognitive-emotional achievement. This review analyzes the assumptions, conceptual elements, empirical evidence, benefits and limitations of SRL vs. ERL Theory. Finally, professional fields of application and future lines of research are suggested.
Highlights
The results of research on the topics of Self-Regulation and Self-Regulated Learning have been abundant in recent years
The objective of this review is to present Self-Regulated Learning (SRL) vs. enhancer of the three self-regulation phases (ERL) TheoryTM as a new theoretical formulation, and as a way of bringing about this improved conceptual step, at different levels: (1) Fundamentals, or theoretical principles, and their application to the psycho-educational context; (2) Evidence and limitations; (3) General and specific applicability; and (4) Conclusions and future research
High satisfaction levels promoted by proactive contexts involve learners in several kinds of self-motivation to keep on making an effort and to maintain their ideas of self-efficacy
Summary
The results of research on the topics of Self-Regulation and Self-Regulated Learning have been abundant in recent years These lines of investigation have followed parallel paths and contexts. Some authors have already asserted the need for a meta-theoretical convergence of the two lines of research (Boekaerts et al, 2005; Karoly et al, 2005) as they are thought to be different manifestations of the same psychological variable. This integrating proposal is still to be brought to fruition. The objective of this review is to present SRL vs. ERL TheoryTM (de la Fuente, 2015) as a new theoretical formulation, and as a way of bringing about this improved conceptual step, at different levels: (1) Fundamentals, or theoretical principles, and their application to the psycho-educational context; (2) Evidence and limitations; (3) General and specific applicability; and (4) Conclusions and future research
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