Table 2.

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

Characteristics of the Context	External regulation high level (3)	External non-regulation medium level (2)	External dys-regulation low level (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-handicapping) Induces demotivation
	During Promotes self-observation Promotes self-analysis Self-correction	During No self-observation No supervision No self-correction	During Promotes self-distraction Cognitive self-avoidance, Self-handicapping, Procrastination
	After Promotes self-reflection Promotes adjusted self-attributions Promotes positive adjusted self-affect	After No reflection No attributions No affect	After Promotes erroneous self-assessment, Erroneous self-attributions. Promotes maladjusted self-affect
Type of Context	Externally-regulating	Non-regulating	Dys-regulating
Academic	Regulatory teaching (RT)	Laissez-faire	Stressful teaching