TABLE 3.

Conceptual continuum of the Externally-Regulated Learning (ERL) context dimension.

Characteristics of the context	External self-regulation (ESR) High-Moderate-Low POSITIVE PROACTIVITY (+ 1)	External A-regulation (EAR) No regulation RE-ACTIVITY (0)	External dysregulation (EDR) Low-Moderate-High NEGATIVE PRO-ACTIVITY (−1)
	Before Presents analysis of tasks Suggests adjusted goals Suggests self-motivation	Before Does not present tasks Does not propose goals Does not induce motivation	Before Erroneous tasks Erroneous goals (self-impediment) Induces demotivation
	During Promotes self-observation Promotes self-analysis Promotes self-correction	During No self-observation No self-oversight No self-correction	During Promotes self-distraction Cognitive self-avoidance, Self-impediment, Procrastination
	After Promotes self-reflection Promotes adjusted self-attributions Promotes positive adjusted self-affects	After No reflection No attributions No affects	After Promotes erroneous self-assessment, Erroneous self-attributions, Promotes maladjusted self-affects
Type of Context	Externally-regulatory High Moderate Low	A-regulatory No regulation	Dysregulatory Low Moderate High
Academic	Effective/regulatory teaching (RT)	Laissez-faire	Stressful teaching
Road safety	Correct traffic signs	No traffic signs	Road inducing speeding
Health	Norms/limits of consumption	No norms/consequences	Negative drinking contexts
TV	Norms/limits	No norms/limits	Negative TV contexts
Family	Authoritative/democratic	Permissive/laissez-faire	Liberal/promoting dysregulation
Information and Communication Technology (ICT)	Regulatory norms/limits	No norms/limits	Negative contexts
Sexual	Regulatory norms/consequences	No norms	Contexts which induce lack of control
Violence	Contexts with norms/values	No norms/values	Contexts which induce violence
Partner	Consensual interactions, norms in agreements	No norms	Changeable, unpredictable norms