Table 3.
Summarized research agenda for Self- vs. External-Regulation Theory (SR vs. ER Theory), applied to different fields of the study of behavior in different contexts.
| Self-regulation | Non-regulation | Dys-regulation | Construct | Research |
|---|---|---|---|---|
| 1. Educational psychology area (Self- vs. External-Regulated Learning Theory; SRL vs. ERL Theory) | ||||
| Individual variables | ||||
| Self-regulation | Non-Regulation /Fatigue | Dys-regulation | Self-Regulation Behavior | de la Fuente, 2017; de la Fuente et al., 2021c |
| Self-regulated learning | Non-regulated learning | Dys-regulated Learning | Self-regulated learning | de la Fuente, 2017; de la Fuente et al., 2017a,b; |
| Self-control of study | Depletion toward study | Dys-control of Study | Self-control of study | Amate-Romera and de la Fuente, 2021 |
| Problem focused coping | Emotion focused (+) | Emotion focused (−) | Academic coping strategies | de la Fuente et al., 2020d |
| Self-regulation (non procrastination) | Passive procrastination | Active procrastination | Procrastination | Garzón-Umerenkova et al., 2018; de la Fuente et al., 2020a |
| Self-motivation | Self non-motivation | Self-dysmotivation | Self-handicapping | Núñez et al., 2020 |
| Non-anxiety | Mixed | Test-anxiety | Test anxiety | de la Fuente et al., 2017a; Amate-Romera and de la Fuente, 2021 |
| Deep approaches | Mixed | Surface approaches | Learning approaches | de la Fuente et al., 2008, 2017a, 2020a,f |
| Engagement | Mixed | Burnout | Engagement-Burnout | de la Fuente et al., 2021d |
| Resilience high | Resilience medium | Resilience low | Resilience | |
| Achievement emotions (+) | Mixed achiev. emotions (=) | Achievement emotions (-) | Achievement emotions | de la Fuente et al., 2017a, 2020b |
| Competitive | Hard-working, impatience | Hostility/impatience | Action-emotion style | de la Fuente et al., 2016, 2017a |
| No stress | Distress | High Stress | Academic Stress | de la Fuente et al., 2020c |
| Confidence | No confidence | Dys-confidence | Academic Confidence | de la Fuente et al., 2017a, 2021a; Sander and de la Fuente, 2020a,b |
| High | Medium | Low | Learning achievement | de la Fuente et al., 2017a, 2020f |
| Strengths | Medium | Weaknesses | Character strengths | de la Fuente et al., in review |
| Ext. Regulation | Ext. Non-regulation | Ext. Dys-regulation | Construct | Research |
| Contextual variables | ||||
| External regulatory teaching | External non-regulatory teaching | External dys-regulatory teaching | Regulatory teaching | de la Fuente et al., 2017a,b, 2021a |
| Low (low factors) | Medium (medium factors) | High (high factors) | Contextual stress factors | de la Fuente et al., 2021a |
| Parental involvement | Parental non involvement | Parental dys- involvement | Parental involvement | Sander et al., 2021 |
| Authoritative style | Permissive style (laisser-faire) | Authoritarian style | Family style | Balaguer et al., 2021 |
| Self-regulation | Non-regulation | Dys-regulation | Construct | Research |
| 2. Health psychology area (Self- vs. External-Regulated Health Behavior Theory; SRH vs. ERH Theory) | ||||
| Individual variables | ||||
| Self-regulation health | Non-regulation health/fatigue | Dys-regulation health | Self-regulation health | de la Fuente, 2017; de la Fuente et al., 2021e |
| Problem focused (+) coping | Emotion focused (+) | Emotion focused (−) | Coping strategies | de la Fuente et al., 2020e,g |
| Engagement | Mixed level medium | Burnout | Engagement-burnout | de la Fuente et al., 2020e, 2021d |
| Acceptance of norms | Non-acceptance of norms | Reactance to norms | Psychological reactance | Pachón-Basallo et al., 2021 |
| Resilience | Non-resilience | Weakness | Resilience | de la Fuente et al., 2017b |
| Positivity | Mixed | Negativity | Positivity-negativity | de la Fuente et al., 2021d |
| Flourishing | Non-flourishing | Flourishing | Garzón-Umerenkova et al., 2020 | |
| Well-being (high) | Mixed (medium) | Discomfort (low) | Well-being | Becerra and Campitelli, 2013; López-Madrigal et al., 2021; de la Fuente et al., in review |
| Strengths | Medium | Weaknesses | Character strengths | de la Fuente et al., in review, …… |
| High adaptability | Medium adaptability | Dys-adaptability (low) | Adaptability | |
| Contextual variables | ||||
| External regulation of health | External non-regulation of health | External dys-regulation of health | Regulatory health context | de la Fuente et al., in review |
| Low (low factors) | Medium (medium factors) | High (high factors) | Contextual stress factors | de la Fuente et al., 2021b |
| Authoritative style | Laisser faire | Authoritarian style | Family | |
| Self-regulation | Non-regulation | Dys-regulation | Construct | Research |
| 3. Clinical psychology area (Self- vs. External-Regulated Behavior Theory; SR vs. ER Theory) | ||||
| Individual variables | ||||
| Self-regulation | Non-regulation /fatigue | Dys-regulation | Self-regulation behavior | de la Fuente, 2017; de la Fuente et al., 2021e |
| Self-control of behavior | Depletion | Dys-control of behavior | Self-control of behavior | |
| Conscientiousness | Extraversion, openness | Agreeableness, neuroticism | Personality | Sander and de la Fuente, 2020a,b; de la Fuente et al., 2021f |
| Engagement | Mixed | Burnout | Engagement-burnout | de la Fuente et al., 2021d |
| Acceptance norms | Non- acceptance norms | Reactance norms | Psychological reactance | de la Fuente et al., 2021a |
| Resilience | Non-resilience | Weakness | Resilience | de la Fuente et al., 2017b |
| Positivity | Mixed | Negativity | Positivity-negativity | de la Fuente et al., 2021d |
| Self-knowledge | Self-criticism | Depression | Kopala-Sibley and Zuroff, 2020 | |
| Perfectionistic strivings | Medium | Perfectionistic concerns | Perfectionism | Frost and Marten, 1990; Stöber, 1998; Madigan, 2019; de la Fuente et al., 2020e |
| Low emotional reactivity | Medium emotional reactivity | High emotional reactivity | Emotional reactivity | Becerra and Campitelli, 2013 |
| Executive functions | De- executive function | Dys-executive function | Executive functions | de la Fuente et al., in review |
| Character strengths (high) | (medium) | (low) | Character strengths | Seligman and Peterson, 2004 |
| Well-being (high) | Mixed (medium) | Discomfort (low) | Psychological well-being | Becerra and Campitelli, 2013; de la Fuente et al., in review |
| Self-regulation of ict use | Non-regulation ict /fatigue | Dys-regulation ict | Self-regulation ict | de la Fuente, 2017; Romer et al., 2021 |
| Self-assessment | Self-avoidance | Self-rumination | Self-assessment | |
| High adaptability | Medium adaptability | Dys-adaptability (low) | Adaptability | |
| External regulation | External non-regulation | External dys-regulation | Construct | Research |
| Contextual variables | ||||
| External regulation of ict use | External non- regulation of ICTS | External Dys- Regulation of ICTs | Regulation of ICT use | |
| Low (low factors) | Medium (medium factors) | High (high factors) | Contextual Stress Factors | de la Fuente et al., 2021a |
| Self-regulation | Non-regulation | Dys-regulation | Construct | Research |
| 4. Social Psychology Area (Self- vs. External-Regulated Social Behavior Theory; SR vs. ER Social Theory) | ||||
| Individual variables | ||||
| Social self-regulation | Social non-regulation /fatigue | Social dys-regulation | Social self-regulation | de la Fuente, 2017 |
| Competitive | Hard-working, impatience | Hostility/impatience | Action-emotion style | de la Fuente et al., 2016, 2017a |
| Well-being (high) | Mixed (medium) | Discomfort (low) | Psychological well-being | Becerra and Campitelli, 2013 |
| Engagement | Mixed | Burnout | Engagement-burnout | |
| Assertiveness | Non-regulation | Aggressivity / inhibition | Social abilities | |
| Strengths | Medium | Weaknesses | Character strengths | de la Fuente et al., in review |
| External regulation | External non-regulation | External dys-regulation | Construct | Research |
| Contextual variables | ||||
| External social regulation | External social non-regulation | External social dys-regulation | Social regulation | de la Fuente et al., in review |
| Low (low factors) | Medium (medium factors) | High (high factors) | Contextual stress factors | de la Fuente et al., 2021a |
| External organizational regulation | External organizational non-regulation | External organizational dys-regulation | Organizational regulation | de la Fuente, 2017 |
| Authoritative style | Laisser faire style | Authoritarian style | Family | de la Fuente et al., 2021b |
| Self-regulation | Non-regulation | Dys-regulation | Construct | Research |
| 5. Traffic psychology area (self- vs. External- regulation of traffic behavior theory; sr vs. Er traffic theory) | ||||
| Individual variables | ||||
| Self-regulation | Non-regulation /fatigue | Dys-regulation | Self-regulated behavior | de la Fuente, 2017, 2021a,b; de la Fuente et al., 2021a,b,c,d,e,f |
| Self-control of behavior | Depletion | Dys-control of behavior | Self-control of behavior | |
| Competitive | Hard-working, impatience | Hostility/impatience | Action-emotion style | de la Fuente et al., 2016, 2017a |
| Strengths | Medium | Weaknesses | Character strengths | de la Fuente et al., in review |
| External regulation | External non-regulation | External dys-regulation | Construct | Research |
| Contextual variables | ||||
| Low (low factors) | Medium (medium factors) | High (high factors) | Contextual stress factors | de la Fuente et al., 2021a |
| Self-regulation | Non-regulation | Dys-regulation | Construct | Research |
| 6. Moral psychology area (self- vs. External- regulation of moral behavior theory; moral sr vs. Er theory) | ||||
| Individual variables | ||||
| Self-regulation | Non-regulation /fatigue | Dys-regulation | Self-regulation behavior | de la Fuente, 2017; de la Fuente et al., 2021e |
| Self-control behavior | Depletion behavior | Dys-control behavior | Self-control | Behavior |
| Strengths | Medium | Weaknesses | Character strengths | Villacís et al., 2021 |
| High | Medium | Low | Spirituality | |
| External regulation | External non-regulation | External dys-regulation | Construct | Research |
| Contextual variables | ||||
| Low (low factors) | Medium (medium factors) | High (high factors) | Stress factors | de la Fuente et al., 2021a |