| Issue Date | Title | Type | Author(s) |
| 2022 | Advances on self-regulation models: A new research agenda through the SR vs ER behavior theory in different psychology contexts | Articulo | Fuente-Arias, J. (Jesús) de la ; Martínez-Vicente, J.M. (José Manuel); Santos, F. (Flavia); Sander, P. (Paul); Fadda, S. (Salvatore); Karagiannopoulou, A. (Angélica); Boruchovitch, E. (Evely); Kauffman, D. (Douglas) |
| 2020 | Big five, self-regulation, and coping strategies as predictors of achievement emotions in undergraduate students | Articulo | Fuente-Arias, J. (Jesús) de la; Paoloni, P. (Paola); Kauffman, D. (Douglas); Yilmaz-Soylu, M. (Meryem); Sander, P. (Paul); Zapata, L. (Lucía) |
| 2017 | Combined effect of levels in personal self-regulation and regulatory teaching on meta-cognitive, on meta-motivational, and on academic achievement variables in under-graduate students | Articulo | Fuente-Arias, J. (Jesús) de la; Sander, P. (Paul); Martínez-Vicente, J.M. (José Manuel); Vera-Martínez, M.M. (Manuel Mariano); Garzón-Umerenkova, A. (Angélica); Fadda, S. (Salvatore) |
| 2020 | Differential effects of self- vs. external-regulation on learning approaches, academic achievement, and satisfaction in undergraduate students | Articulo | Fuente-Arias, J. (Jesús) de la; Sander, P. (Paul); Kauffman, D. (Douglas); Yilmaz-Soylu, M. (Meryem) |
| 2020 | Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students | Articulo | Fuente-Arias, J. (Jesús) de la; Peralta-Sánchez, F.J. (Francisco Javier); Martínez-Vicente, J.M. (José Manuel); Sander, P. (Paul); Garzón-Umerenkova, A. (Angélica); Zapata, L. (Lucía) |
| 2007 | Effects of using online tools in improving regulation of the teaching-learning process: TLPA & PLEYADE | Articulo | Fuente-Arias, J. (Jesús) de la; Cano, F. (Francisco); Justicia, F. (Fernando); Pichardo, M.C. (María del Carmen); García-Berbén, A.B. (Ana Belén); Martínez-Vicente, J.M. (José Manuel); Sander, P. (Paul) |
| 2022 | Modelling students, academic confidence, personality and academic emotions | Articulo | Sander, P. (Paul); Fuente-Arias, J. (Jesús) de la |
| 2013 | Relationship between undergraduate student confidence, approach to learning and academic performance: the role of gender | Articulo | Fuente-Arias, J. (Jesús) de la; Sander, P. (Paul); Putwain, D. (David) |
| 2018 | Relationships between cognitive strategies, motivational strategies and academic stress in professional examination candidates | Articulo | Fuente-Arias, J. (Jesús) de la; Amate-Romera, J. (Jorge); Sander, P. (Paul) |
| 2022 | Self- vs. external-regulation behavior scaleTM in different psychological contexts: a validation study | Articulo | Fuente-Arias, J. (Jesús) de la; Pachón-Basallo, M. (Mónica); Martínez-Vicente, J.M. (José Manuel); Peralta-Sánchez, F.J. (Francisco Javier); Garzón-Umerenkova, A. (Angélica); Sander, P. (Paul) |
| 2021 | Self-regulation and regulatory teaching as determinants of academic behavioral confidence and procrastination in undergraduate students | Articulo | Fuente-Arias, J. (Jesús) de la; Sander, P. (Paul); Garzón-Umerenkova, A. (Angélica); Vera-Martínez, M.M. (Manuel Mariano); Fadda, S. (Salvatore); Ghaeta, M.L. (Martha Leticia) |
| 2015 | The role of personal self-regulation and regulatory teaching to predict motivational-affective variables, achievement and satisfaction: A structural model | Articulo | Fuente-Arias, J. (Jesús) de la; Zapata, L. (Lucía); Martínez-Vicente, J.M. (José Manuel); Sander, P. (Paul); Cardelle-Elawar, M. (María) |
| 2020 | Undergraduate student gender, personality and academic confidence | Articulo | Sander, P. (Paul); Fuente-Arias, J. (Jesús) de la |
