| Editorial: Successful teacher: personality and other correlates |
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| Editorial: Executive functions, self-regulation and external-regulation: relations and new evidence |
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| Editorial: Past, present and future contributions from the social cognitive theory (Albert Bandura) |
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| Structural Model of Biomedical and Contextual Factors Predicting In-Hospital Mortality due to Heart Failure |
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| Editorial: Coronavirus disease (COVID-19): Psychoeducational variables involved in the health emergency |
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| Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study |
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| Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts |
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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 |
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| The Proactive-Reactive Resilience as a Mediational Variable Between the Character Strength and the Flourishing in Undergraduate Students |
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| Editorial: Achievement Emotions in University Teaching and Learning, Students' Stress and Well-being |
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| A proposed protocol for the registration of evidence-based Educational Psychology programs |
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| Self- vs. External-Regulation Behavior Scale<sup>TM</sup> in different psychological contexts: A validation study |
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| Character strengths, moral motivation and vocational identity in adolescents and young adults: a scoping review |
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| A Path Analysis Model of Self- vs. Educational-Context- Regulation as Combined Predictors of Well-Being in Spanish College Students |
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| A Path Analysis Model of Protection and Risk Factors for University Academic Stress: Analysis and Psychoeducational Implications for the COVID-19 Emergency |
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| Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University |
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| How has the COVID-19 crisis affected the academic stress of university students? The role of teachers and students |
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| Cross-Sectional Study of Resilience, Positivity and Coping Strategies as Predictors of Engagement-Burnout in Undergraduate Students: Implications for Prevention and Treatment in Mental Well-Being |
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| Analysis and Psychoeducational Implications of the Behavior Factor During the COVID-19 Emergency |
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| Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students |
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| Maternal and paternal parenting styles as a whole: Validation of the simple form of the parenting style evaluation scale |
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| Structural empirical model of personal positive youth development, parenting, and school climate |
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| Good Character at College: The Combined Role of Second-Order Character Strength Factors and Phronesis Motivation in Undergraduate Academic Outcomes |
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| Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age |
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| Relationships between test anxiety, self-regulation and strategies for coping with stress, in professional examination candidates |
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| Regulation/Non-Regulation/Dys-Regulation of Health Behavior, Psychological Reactance, and Health of University Undergraduate Students |
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| The Role of Gender and Age in the Emotional Well-Being Outcomes of Young Adults |
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| Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students |
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| Big five, self-regulation, and coping strategies as predictors of achievement emotions in undergraduate students |
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| Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students |
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| Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students |
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| Modelling students’ academic confidence, personality and academic emotions |
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| Do Learning Approaches Set the Stage for Emotional Well-Being in College Students? |
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| Undergraduate Student Gender, Personality and Academic Confidence |
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| Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing |
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| Rasgos demográficos, académicos y personales asociados a tres tipos de procrastinación en el alumnado universitario |
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| A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism |
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| Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students |
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| Editorial: Psychology, Technological Innovation, and Entrepreneurship |
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| Unpleasant past experience as a determinant of cognitive, behavioral and physiological responses to academic stress in professional examination candidates |
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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 |
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| Structural equation model (SEM) of stroke mortality in Spanish inpatient hospital settings: The role of individual and contextual factors |
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| Characteristics, structure, and effects of an on-line tool for improvement in adolescents' competency for interaction with alcohol: The e-ALADO <sup>TM</sup> utility |
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| Integrating curriculum-based dynamic assessment in computerized adaptive testing: Development and predictive validity of the EDPL-BAI battery on reading competence |
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| Adapting the Research Development and Innovation (RD & I) value chain in psychology to educational psychology area |
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| Self-Regulation Questionnaire (SRQ) in Spanish adolescents: Factor structure and rasch analysis |
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| Satisfaction with the self-assessment of university students through e-Coping with academic stress utilityTM |
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| Differential Effect of Level of Self-Regulation and Mindfulness Training on Coping Strategies Used by University Students |
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| A linear empirical model of self-regulation on flourishing, health, procrastination, and achievement, among university students |
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| Relaciones entre estrategias cognitivas, estrategias motivacionales y estrés académico en universitarios opositores |
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| Relevancia del psicólogo educativo como profesional especializado: funciones específicas |
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| Personal Self-Regulation, Learning Approaches, Resilience and Test Anxiety in Psychology Students |
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| Validation of the Spanish Short Self-Regulation Questionnaire (SSSRQ) through Rasch analysis |
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| Combined effect of levels in personal self-regulation and regulatory teaching on meta-cognitive, on meta-motivational, and on academic achievement variables in undergraduate students |
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| Competencia para Estudiar y Aprender en Contextos Estresantes: Fundamentos de la Utilidad e-Afrontamiento del Estrés Académico® |
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| 3DCONS-DB: A Database of Position-Specific Scoring Matrices in Protein Structures |
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| The adolescent's competency for interacting with alcohol as a determinant of intake: The role of self-regulation |
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| Theory of Self- vs. Externally-Regulated LearningTM: Fundamentals, Evidence, and Applicability |
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| Linear Relationship between Resilience, Learning Approaches, and Coping Strategies to Predict Achievement in Undergraduate Students |
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| Relationship between Resilience and Self-regulation: A Study of Spanish Youth at Risk of Social Exclusion |
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| RELACIÓN ENTRE LA AUTORREGULACIÓN PERSONAL Y LA CONFIANZA ACADÉMICA (PRESAGIO) CON EL ENGAGEMENT-BOURNOUT DE LOS ESTUDIANTES UNIVERSITARIOS (PRODUCTO) |
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| LAS EMOCIONES POSITIVAS VS. NEGATIVAS, COMO OBJETO DE ESTUDIO, EN LOS PROCESOS DE ENSEÑANZA-APRENDIZAJE UNIVERSITARIOS, BASADO EN LOS MODELOS 3P Y DIDEPRO |
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| EL PAPEL DE LA ENSEÑANZA REGULADORA EN LA INDUCCIÓN DE LAS EMOCIONES DE ENGAGEMENT-BOURNOT DEL ALUMNADO UNIVERSITARIO. |
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| PERSONAL SELF-REGULATION AS A VARIABLE STUDENT (PRESAGE) |
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| THE 3P AND DEDEPRO MODELS AS RESEARCH HEURISTIC |
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| AN EMPIRICAL MODEL OF PERSONAL SELF-REGULATION AND TEACHING REGULATORY, TO PREDICT THE PROCESS AND THE PRODUCT VARIABLES |
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| RELACIÓN ENTRE EL APRENDIZAJE AUTORREGULADO (PROCESO), LA SATISFACCIÓN Y EL RENDIMIENTO CON EL ENGAGEMENT - BOURNOUT, (PRODUCTO) |
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| PERSONAL SELF-REGULATION, ACADEMIC ACHIEVEMENT, AND SATISFACTION OF LEARNING (PRODUCT) |
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| Action-Emotion Style, Learning Approach and Coping Strategies, in Undergraduate University Students |
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| The role of personal self-regulation and regulatory teaching to predict motivational-affective variables, achievement and satisfaction: A structural model |
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| Autorregulación personal y enseñanza reguladora para predecir el rendimiento y la confianza académica: nueva evidencia para el modelo DIDEPRO |
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| Relaciones entre los enfoques de aprendizaje y las estrategias de afrontamiento (proceso) con el engagement-bournout de los estudiantes universitarios (producto) |
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| Presentación del monográfico: Emociones académicas en la Universidad |
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| Introcuction to monograph: achivement emotions at University |
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| Competencia para estudiar y aprender en contextos estresantes: fundamentos de la utilidad e-Afrontamiento del Estrés Académico |
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| Relations between the personal self-regulation and learning aproach, coping strategies, and self-regulation learning, in university students (Process) |
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| Factor structure of the Self-Regulation Questionnaire (SRQ) at spanish universities |
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| Personal self-regulation and regulatory teaching to predict performance and academic confidence: New evidence for the DEDEPRO ModelTM |
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| Relationship between undergraduate student confidence, approach to learning and academic performance: the role of gender |
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| How regulatory teaching impacts university students' perceptions of the teaching-learning process: The role of teacher training,Impacto de la enseñanza reguladora en la percepción del proceso de enseñanzaaprendizaje de los universitarios: El papel de la formación del profesorado |
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| Validation Study of the Questionnaire on School Maladjustmet Problems (QSMP) |
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| Enseñanza reguladora, y aprendizaje autorregulado en universitarios: estudio de validez confirmatorio de las escalas EIPEA |
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| Aportaciones de la Psicología de la Innovación y del Emprendimiento a la Educación, en la Sociedad del Conocimiento |
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| Regulatory teaching and self-regulated learning in college students: Confirmatory validation study of the IATLP Scales |
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| Contributions to Education from the Psychology of Innovation and Entrepreneurship, in Today's Knowledge Society |
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| Students' factors affecting undergraduates' perceptions of their teaching and learning process within ECTS experience |
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| A Validation of the Academic Behavioural Confidence Scale with Spanish Psychology Students |
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| Perception of the teaching-learning process and academic achievement in diverse instructional contexts of Higher Education,Percepción del proceso de enseñanza-aprendizaje y rendimiento académico en diferentes contextos instruccionales de la Educación superior |
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| PSICOLOGÍA DE LA EDUCACIÓN E I+D+i: UN PROGRAMA DE ACCIÓN ESTRATÉGICA PARA EL SIGLO XXI |
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| Estrategias metodológicas y de evaluación para promover la competencia para aprender a aprender |
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| Estudio de validación de la Escala para la Evaluación del Proceso de Enseñanza-Aprendizaje, Versión del estudiantes (EEPEA-E) |
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| Efectos de un programa de entrenamiento en conciencia plena (mindfulness) en el estado emocional de estudiantes universitarios |
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| Percepción del proceso de enseñanza-aprendizaje y rendimiento académico en diferentes contextos instruccionales de la Educación Superior |
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| Validation study of the scale for Assessment of the Teaching-Learning Process, Student Version (ATLP-S) | Estudio de validación de la Escala para la Evaluación del Proceso de Enseñanza-Aprendizaje, Versión del estudiantes (EEPEA-E) |
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| Psychology of education and R&D+I: A strategic action program for the XXI century | Psicología de la educación e I+D+I: Un programa de acción estratégica para el siglo XXI |
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| Self-regulated learning and teaching processes. Prologue. |
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| Perception of the teaching-learning process and academic achievement in diverse instructional contexts of Higher Education |
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| SELF-REGULATED LEARNING AND TEACHING PROCESSES |
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| Assessing self-regulated learning in early childhood education: Difficulties, needs, and prospects |
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| VALIDACIÓN INICIAL DE SOFTWARE PARA EVALUAR LA AUTORREGULACIÓN INFANTIL |
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| Autorregulación personal y percepción de los comportamientos escolares desadaptativos |
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| Prólogo |
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| La formación de postgrado en Psicología de la Educación: el ejemplo de la Universidad de Almería |
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| Initial validation of software for evaluating children self-regulation | Validación inicial de software para evaluar la autorregulació n infantil |
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| Research on action-emotion style and study habits: Effects of individual differences on learning and academic performance of undergraduate students |
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| Prologue |
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| Enfoques de aprendizaje, autorregulación y rendimiento
en tres universidades europeas |
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| Learning approaches, self-regulation and achievement in three European universities |
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| The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses at item level |
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| Efectos de usar herramientas electrónicas en la mejora de la regulación del proceso enseñanza-aprendizaje |
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| Modelo de Asesoramiento en I+D+i para la mejora del Proceso de Enseñanza-Aprendizaje |
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| Editorial |
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| Mejora del proceso de enseñanza-aprendizaje a través del asesoramiento psicoeducativo |
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| El Modelo DIDEPRO® de Regulación de la Enseñanza y del Aprendizaje: avances recientes |
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| El estudio de las expectativas en la universidad: análisis de trabajos empíricos y futuras líneas de investigación |
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| Editorial |
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| The DEDEPROtm Model of Regulated Teaching and Learning: recent advances. |
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| The study of the expectations at the University: Analysis of empirical projects and future lines of investigation | El estudio de las expectativas en la universidad: Análisis de trabajos empíricos y futuras líneas de investigación |
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| Relaciones entre preferencias de la enseñanza y enfoques de aprendizaje de los universitarios |
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| Effects of using electronic tools in the improvement of regulation of the teaching-learning process |
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| Improving the teaching-learning process through psychoeducational advising |
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| The DEDEPROTM model of regulated teaching and learning: Recent advances |
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| Effects of using online tools in improving regulation of the teaching-learning process: TLPA<sup>TM</sup> & pleyadetm |
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| RDI advising model for improving the teaching-learning process |
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| Valores sociopersonales y problemas de convivencia en la Educación Secundaria |
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| Sociopersonal values and coexistence problems in secondary education |
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| Editorial |
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| Percepción sobre la construcción de competencias académicas y profesionales en Psicólogos |
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| Análisis del aprendizaje del profesorado en formación: ¿pertenecen sus enfoques de aprendizaje a un continuo? |
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| Enfoques de aprendizaje, percepción del proceso de enseñanza-aprendizaje y rendimiento de universitarios |
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| From the Editor |
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| Perceptions about the construction of academic and professional competencies in psychologists |
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| Recent perspectives in the study of motivation: goal orientation theory. |
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| Perspectivas recientes en el estudio de la motivación: la Teoría de la Orientación de Meta |
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| La Autorregulación del aprendizaje a través del programa PRO & REGULA |
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| Self-regulation of learning through the pro&regula program |
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| Regulación de la enseñanza para la autorregulación del aprendizaje en la Universidad |
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| ¿Por qué los alumnos no construyen un conocimiento psicológico académico y profesional integrado?: reflexiones para una investigación necesaria |
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| A evaluación interactiva como estrategia reguladora del proceso de enseñanza-aprendizaje |
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| Escala de Estrategias de Aprendizaje ACRA-Abreviada para Alumnos Universitarios |
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| Abridged ACRA scale of learning strategies for university students. |
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| Perspectivas recientes en el estudio de la motivación: la teoría de la orientación de la meta |
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| Estudio de las estrategias de aprendizaje en alumnos de educación de adultos |
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| Diferencias en los procesos motivacionales y afectivos de los estudiantes ante una situación de estrés, según el estilo de acción-emoción |
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| Diferencias de género en las técnicas de aprendizaje utilizadas por los alumnos universitarios |
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| Factores condicionantes de las estrategias de aprendizaje y del rendimiento académico en alumnos universitarios, a través de las escalas acra |
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| Análisis componencial del patrón de conducta tipo-A y respuestas ansiógenas situacionales específicas: implicaciones para la intervención |
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| Ansiedad ante la evaluación: efectos producidos por situaciones con diferente nivel de estrés |
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| Relaciones variables de personalidad, procedencia social y sexo: habilidades de interacción, autoestima y locus de control |
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| Conocimientos psicológicos, competencia conductual y estilo docente |
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