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Updated: Jun 19, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
[Personal self-regulation and perceived maladjusted school behaviors]
Jesús de la Fuente Arias1, Francisco Javier Peralta Sánchez, M Dolores Sánchez Roda
1Facultad de Psicología, Universidad de Almería, Spain. jfuente@ual.es
Abstract:
The purpose of this study is to confirm the extent to which subjects' ability to self-regulate, during mid-adolescence, influences their perception of maladjustment problems. The sample comprised 888 adolescents between 12 and 17 years of age. The study followed an inferential methodology, using two instruments, a Spanish version of the Personal Self-regulation Questionnaire (2003, 2007) and the Cuestionario de Problemas de Desadaptación Escolar [Questionnaire for the Assessment of School Maladjustment Problems] (2007) to measure the variables of interest. Results from the inferential analyses (ANOVAS) suggest that the degree of personal self-regulation is interdependent with respect to perceived maladjustment and relational problems at school. Results and implications for future research are discussed.
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