Related Experiment Video
Updated: Jun 19, 2026
12:55
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
Psicothema
|October 29, 2009
Summary
Adolescent self-regulation significantly impacts their perception of school maladjustment and relational issues. Higher self-regulation correlates with fewer perceived problems, highlighting its importance in mid-adolescence.
Area of Science:
- Psychology
- Developmental Psychology
- Educational Psychology
Context:
- Focuses on mid-adolescence, a critical developmental period.
- Examines the interplay between internal regulation and externalizing behaviors.
- Utilizes a large sample of 888 adolescents aged 12-17.
Purpose:
- To determine the influence of self-regulation on perceived maladjustment in adolescents.
- To investigate the relationship between personal self-regulation and school-related problems.
- To confirm the extent of this influence using inferential methodology.
Summary:
- Employs the Personal Self-regulation Questionnaire and the Questionnaire for the Assessment of School Maladjustment Problems.
- Inferential analyses (ANOVAS) reveal an interdependence between self-regulation and perceived maladjustment.
- Findings indicate that higher self-regulation is associated with lower perceived maladjustment and relational difficulties.
Impact:
- Provides empirical evidence for the role of self-regulation in adolescent well-being.
- Informs interventions aimed at improving self-regulation skills to mitigate school problems.
- Suggests directions for future research on adolescent self-regulation and adaptation.
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