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. External-Regulation in Learning (SRL vs. ERL; 2017) has postulated that a large number of self-regulatory variables are mediated by regulated/non-regulated or dysregulated features of the context. After signing their informed consent, a total of 616 university students completed validated instruments of SRL vs. ERL, behavioral regulation (SRB), regulatory teaching (RT), and metacognitive study control strategies (SRS). Using an ex-post facto design and correlation, regression, structural equation model and mediation analyses, the present research aimed to establish multicausal predictive relationships among the analyzed variables. Results indicated positive predictive effects between the external regulation variables on the self-regulation variables in learning [regulation (SRL)/non-regulation (NRL)/dysregulation (DRL)]; as well as positive predictive effects between SRL on SRB, RT and metacognitive SRS. Additionally, external regulation (ERL) not only predicted but mediated numerous relations among the variables studied. Other findings and important considerations for future research in the field of self-regulation are discussed.

The aim of this research was to delimit the predictive and mediational model of resilience between character strengths to predict flourishing, in a sample of undergraduate students. After signing their informed consent, 642 university students completed three validated scales. Using an ex post facto design, regression, structural modeling, and mediation analyses were carried out, in order to construct a multi-causal predictive model. Results indicated a consistent predictive direct effect of character strengths on resilience and flourishing and of resilience on flourishing. As hypothesized, resilience also showed a mediating effect on the relationship between character strengths and flourishing. Additionally, results also revealed that the reactive and proactive factors of resilience were explained by different character strengths, reinforcing the idea that the two directions are complementary and necessary. Finally, several implications were established for the practice of positive psychology.

goal The aim of research is to evaluate the resilience of group of 103 primary and secondary school pupils through an online survey to find out their general perception and establish the differences depending on the educational stage. The study was carried out in June 2020 when all students were still confined to their homes. The results highlight the importance of working with all of them on emotional communication with their families, feeling part of the centre educational, developing skills and abilities and fostering the knowledge of their strengths. Few significant differences are found between these ages (10-15 years) and it is proposed to take into account Henderson and Milstein's model to develop resilience in the field educational.

The objective of this article is to analyse the potential of ComunicARTE, an innovative Spanish Language teaching/learning program that uses project-based learning to develop dialogic spaces which promote the communicative competence of Spanish students, together with social, emotional and motivational outcomes. Two schools have been observed with this in mind: an experimental one using this program and a control one. This is a longitudinal study with pre-and post-test data which analyses 170 children at the beginning of their fifth year and the end of their sixth year in primary school. Quantitative tests have been used to assess their communicative competence and motivational orientation in the classroom. The results obtained are discussed.

The effects of the COVID-19 pandemic have required substantial adjustments in terms of university teaching¿learning processes. The aim of this study was to verify whether there were significant differences between the academic year of 2020 and the two preceding years in factors and symptoms and stress. A total of 642 university students (ages 18¿25 years) participated by filling out validated self-reports during the months from March to August 2020. Using an ex post facto design, SEM analyses and simple and multiple ANOVAs were performed. Structural results showed that stress factors from the teaching process had a predictive value for the learning process, emotions, and academic burnout, and being a man was a factor predicting negative emotion. In a similar way, inferential results revealed no significant effect of academic year but did show an effect of gender on stress experiences during the pandemic. Aside from certain specific aspects, there was no significant global effect of the year 2020 on factors and symptoms of stress. The results showed that studying in the year of the COVID-19 outbreak did not have a significant effect on stress triggered by the teaching process. From these results, we draw implications for specific guidance interventions with university teachers and students.

External-Regulation Theory (2017) has postulated a continuum of regulation/non-regulation/dys-regulation that is present both in the individual and in the individual's context. This gives rise to a behavioural heuristic that can predict and explain other health-related variables, such as psychological reactance and student health. On a voluntary basis, 269 university students completed validated questionnaires on variables of regulation, reactance and health. Using an ex post facto design, we performed correlational analysis and structural linear regression to build a structural equations model (SEM) with acceptable statistical values. The results showed various predicted relationships: self-regulation was associated with and positively predicted self-regulated health behavior; external health-regulating contexts were associated with and positively predicted self-regulated health behavior; non-regulatory and dysregulatory contexts negatively predicted self-regulated health behavior and students' health itself, as well as positively predicting psychological reactance behavior. Implications are established for explaining variability in general and health-related self-regulation, as well as for intervening in these variables in health programs.

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. Specific linear regression showed the expected gradation: that self-regulatory personality factors (conscientiousness, extraversion) were positive linear predictors of proactive resilience, as well as significant negative predictors of stress factors and symptoms of academic stress; while the non-regulatory personality factors (openness to experience, agreeableness) showed little relationship. By contrast, the dysregulatory personality factor (neuroticism) was a negative predictor of proactive resilience, a positive predictor of reactive resilience, and positively predicted academic stress factors in the teaching and learning process, as well as stress symptoms. SEM general analysis showed that personality factors positively predicted resilience, and resilience negatively predicted factors and symptoms of academic stress. Specific mediational model analysis, with each personality factor, confirmed the different mediating relationships that appeared in the linear regression analyses. These results are discussed from the perspective of promoting resilience and healthy personalities in the University context. Implications for addressing academic stress at University are discussed.

The present work considers Child Sexual Abuse (CSA) as a complex problem in which the educational institution constitutes a primordial space to carry out strategies of prevention and detection. A review is made on the conceptualization of the CSA and the obstacles that the teachers show for its approach. Then we introduce ourselves in the detection of abuse through the story of the victims, and the psychological and physical indicators. Likewise, possibilities of intervention in the educational field and prevention linked to teacher training and affective-sexual education programs are indicated. Aiming to an optimal and co-responsible approach to the prevention, detection and intervention of child sexual abuse, it is imperative the need to build channels of communication and articulated work between the education system and other organizations that deal with the defense of the rights of children and adolescents.

ERL TheoryTM predicts that regulation-related factors in the student and in the context combine to determine the student¿s levels in emotional variables, stress, and stress-related factors. the context combine to determine the student¿s levels in emotional variables, stress, and coping strategies. The objective of the present research was to test this prediction in the aspect of coping strategies. aspect of coping strategies. Our hypothesis posed that students¿ level of self-regulation (low¿medium¿high), in combination with the level of regulation promoted in teaching (low¿medium¿high), would determine the type of strategies students used to cope with academic stress; the interaction of these levels would focus coping strategies either toward emotions or toward the problem. A total of 944 university students completed validated questionnaires on self-regulation, regulatory teaching, and coping strategies, using an online tool. ANOVAs and MANOVAs (3 1; 3 3 3; 5 1) were carried out, in a quasi-experimental design by selection. Level of self-regulation and level of regulatory teaching both had a significant effect on the type of coping strategies used. The most important finding was that the combined level of self-regulation and external regulation, on a five-level scale or heuristic, predicted the type of coping strategies that were used. In conclusion, the fact that this combination can predict type of coping strategies used by the student lends empirical support to the initial theory. Implications for the teaching¿ learning process at university and for students¿ emotional health are discussed.

Assessment of cognitive skills and metacognitive self-regulated learning strategies is important in order to discover students' level of cognitive processing, and be able to intervene through the teaching process to mitigate any existing problems. The objective of this study was to assess the use of metacognitive, cognitive and motor strategies on a given task. A total of 68 five-year-old pupils enrolled in Early Childhood Education participated in the study. The assessment was carried out with an ad-hoc instrument based on the think-aloud technique, and having adequate reliability and validity values. Descriptive, associative and inferential analyses were performed. The results showed greater use of cognitive and motor strategies than of metacognitive strategies. A significant association was also found between the use of strategies at each moment of the task and final performance. Implications are discussed for the teaching of cognitive skills and goal-skills during this stage of education.

Introduction. Bullying is one of today¿s biggest problems in Public Health. It occurs very frequently, especially in adolescence, and action is needed to lessen its causes and alleviate its consequences. Research has shown that behavior problems usually interact with other risk and protection factors, as well as with factors of etiological development. The objective of this investigation was to establish a hypothetical relationship between staff self-regulation, resilience, coping strategies and engagement-burnout, which would serve as a foundation for new lines of intervention at university. Method. A total of 253 university students participated in this research. Assessment questionnaires for staff self-regulation, coping strategies, resilience and positive-negative emotionality were completed on an anonymous, voluntary basis during class time, at different points during the 2012-2013 academic year. Correlation analyses and structural analysis were performed, using an ex post-facto design. Complimentary Contributor Copy 92 Jesús de la source, Lucía Zapata, M. Mariano Vera et al. Results. Results showed significant association relationships between self-regulation and resilience, between resilience and type of self-regulation, and between self-regulation and resilience. resilience, between resilience and type of coping strategies used to cope with stress, and between resilience and burnout-engagement. Discussion and conclusions. Greater staff self-regulation is significantly associated and interdependent with a greater level of resilient behavior, and resilient behavior in turn is similarly related to more problem-focused coping strategies, and more engagement behavior in dealing with stressful situations. The results suggest a line of research for skill-training programs as a means to deal with bullying. This evidence should be applied to intervention programs, both for training in staff self-regulation, and for implementing resilient behaviors and coping strategies with engagement behavior for managing this type of stressful situation. Future investigations should explore this line of work, which has not been fully considered to date.