Personal Self-regulation, Self-regulated Learning and Coping Strategies, in University Context with Stress

Personal self-regulation is an important variable in education and research, but self-regulated learning is the construct seen most often in the educational context. Existing studies do not seek to establish relationships between personal self-regulation and other educational variables. We define conceptual characteristics and relationships of personal self-regulation (personal presage variable), self-regulated learning (meta-cognitive, process variable) and coping strategies (meta-motivational, meta-affective process variable), establishing the importance of these variables in future meta-cognition research. These relationships have been established conceptually and empirically within the 3P and DEDEPRO Models, and are confirmed in recent research: namely, the importance of personal self-regulation in determining the degree of cognitive self-regulation during the process of university learning with stress; the relationship between personal self-regulation and the type and quantity of coping strategies, and the relationship between self-regulated learning and coping. We conclude by discussing our experience with an online self-help system designed for university students.