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  1. Self- vs. External-Regulation Behavior ScaleTM in different psychological contexts: A validation study.Jesús de la Fuente, Mónica Pachón-Basallo, José Manuel Martínez-Vicente, Francisco Javier Peralta-Sánchez, Angélica Garzón-Umerenkova & Paul Sander - 2022 - Frontiers in Psychology 13.
    The self- vs. external-regulation behavior theory, SR-ER Theory model has postulated the Self-Regulation /Non or De-Regulation/Dys-regulation 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. Consequently, the objective of this study was to validate the different scales prepared on the basis of the theory presented. A total of 469 students voluntarily completed at different times the (...)
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  • 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.Jesús de la Fuente, José Manuel Martínez-Vicente, Mónica Pachón-Basallo, Francisco Javier Peralta-Sánchez, Manuel Mariano Vera-Martínez & Magdalena P. Andrés-Romero - 2022 - Frontiers in Psychology 13:876292.
    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 –executive dysfunction(microanalysis),self-regulation(molecular level), andself-vs.external regulation(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. To establish relationships, (...)
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  • The Proactive-Reactive Resilience as a Mediational Variable Between the Character Strength and the Flourishing in Undergraduate Students.Jesús de la Fuente, Begoña Urien, Elkin O. Luis, María Carmen González-Torres, Raquel Artuch-Garde & Alvaro Balaguer - 2022 - Frontiers in Psychology 13.
    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. (...)
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  • Young University Students’ Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations.Rafael Valenzuela, Nuria Codina, Isabel Castillo & José Vicente Pestana - 2020 - Frontiers in Psychology 11.
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  • Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students.Jesús de la Fuente, Paul Sander, Douglas F. Kauffman & Meryem Yilmaz Soylu - 2020 - Frontiers in Psychology 11.
    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. (...)
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  • Implications of Unconnected Micro, Molecular, and Molar Level Research in Psychology: The Case of Executive Functions, Self-Regulation, and External Regulation.Jesús de la Fuente, María Carmen González-Torres, Maite Aznárez-Sanado, José Manuel Martínez-Vicente, Francisco Javier Peralta-Sánchez & Manuel Mariano Vera - 2019 - Frontiers in Psychology 10.
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  • Self-Regulation Questionnaire (SRQ) in Spanish Adolescents: Factor Structure and Rasch Analysis.María Carmen Pichardo, Francisco Cano, Angélica Garzón-Umerenkova, Jesús de la Fuente, F. Javier Peralta-Sánchez & Jorge Amate-Romera - 2018 - Frontiers in Psychology 9.
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  • A Linear Empirical Model of Self-Regulation on Flourishing, Health, Procrastination, and Achievement, Among University Students.Angélica Garzón-Umerenkova, Jesús de la Fuente, Jorge Amate, Paola V. Paoloni, Salvatore Fadda & Javier Fiz Pérez - 2018 - Frontiers in Psychology 9.
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  • Development of the Cross-Cultural Academic Integrity Questionnaire - Version 3.Marcus Henning, Mohsen Alyami, Zeyad Melyani, Hussain Alyami & Ali Al Mansour - 2020 - Journal of Academic Ethics 18 (1):35-53.
    Establishing a reliable and valid measure of academic integrity that can be used in higher education institutions across the world is a challenging and ambitious task. However, solving this issue will likely have major ramifications for understanding dishonest action. It also enables the development of a standardised measure that can be used to assess the efficacy of interventions aimed at enhancing academic integrity that can be administered across regional boundaries and diverse cultural groups. This study has used a combination of (...)
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  • Theory of Self- vs. Externally-Regulated LearningTM: Fundamentals, Evidence, and Applicability.Jesús de la Fuente-Arias - 2017 - Frontiers in Psychology 8.
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  • Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students.Jesús de la Fuente, Francisco Javier Peralta-Sánchez, Jose Manuel Martínez-Vicente, Paul Sander, Angélica Garzón-Umerenkova & Lucía Zapata - 2020 - Frontiers in Psychology 11.
    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. The aim of this study was to test this prediction. It was hypothesized that the level of student self-regulation (low/medium/high), in interaction with the level of external regulation from teaching (low/medium/high), would also produce (...)
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  • Validation of the Short Self-Regulation Questionnaire for Taiwanese College Students.Yang-Hsueh Chen & Yu-Ju Lin - 2018 - Frontiers in Psychology 9.
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  • Revalidating the Taiwanese Self-Regulation Questionnaire (New TSSRQ) and Exploring Its Relationship With College Students’ Psychological Well-Being.Yang-Hsueh Chen & Yu-Ju Lin - 2020 - Frontiers in Psychology 11.
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