Resumen:
Introduction. The 3P and DEDEPRO Models predict interactive relationships among presage,
process, and product variables through teaching and learning of self-regulation. The
DEDEPRO Model has established different possibilities for interaction between student characteristics
of self-regulation and external characteristics of regulatory teaching. The aim of
this investigation is empirical validate the model of four interaction types.
Method. The sample included 765 undergraduate students from two universities in the south
of Spain. Using an ex post-facto design, the date collection was obtained from three validated
instruments: Self-regulation scale (SRQ), the Scales for Assessment of the Teaching-Learning
Process (ATLP-S) and the Academic Behaviour Confidence (ABC) scales at two different
points in time. Academic performance was evaluated through the final grade for each subject
area. Multivariate Analyses were used and from Structural Equation Modelling was used to
explore possible causal relationships.
Results. Results offer evidence for a consistent, four-fold interaction typology and empirical
causal model, thus giving significant confirmation of the proposed rational model. As predicted,
the most significant of these interactions was the student¿s self-regulation with regulatory
instruction.
Conclusion. The best type of interaction is high personal self-regulation with a highly regulated
teaching-learning process, yielding high performance and academic confidence.
Keywords: DEDEPRO Model, Personal Self-Regulation, Regulatory teaching, Self-Regulated
Learning, Achievement, Academic Confidence.
