Introduction: The Theory of Self-Regulated Learning vs. Externally-Regulated Learning -SRL vs. ERL Theory- (de la Fuente, 2017) has sought to respond to factors not resolved by previous research, based on SRL model (Zimmerman, 2001). Method: First, levels of micro-analysis, molecular and molar level of the psychological research are presented. Then, fundamentals and assumptions of the theory are provided, within the framework of the three levels in psychological research. Subsequently, evidences of combined effects of SR and ER levels on different meta-motivational, meta-affective, and academic performance in the university context are provided. Finally, both variables effects on academic emotions of achievement, in class, study and exam situations, are presented as well as regarding stress factors and its symptoms. Results: First, relationships between executive functions, self-regulation and external regulation are established. Then assumptions, conceptual elements, empirical evidence, benefits and limitations of SRL vs. ERL Theory are analyzed. Afterward, evidence of consistent effect of low-medium-high levels in SR and RT is provided, giving a significant partial confirmation of the proposed rational model. Fourth, results confirm that combination of SR and ER level decide level in emotions of achievement of university students, and in addition this combination also decide burnout-engagement level, setting up a sequential scale of 5 levels. Finally, that combination decides the level of stress' factors and symptoms. Discussion: The established combination decides stress levels during teaching-learning process. Conceptual foundation and empirical evidence of benefits and limitations of SRL vs. ERL theory are provided, as well as its implications to improvement of learning, teaching and emotional health in university students.

Short CV

Professor since 2016, in Area of Evolutionary and Educational Psychology, in the Department of Psychology (University of Almeria), where he has worked from 1993 to 2018. He is a professor in the Faculty of Education and Psychology (University of Navarra) from September 2018. PI of 4 competitive national R+D projects, which have been focused on research about of meta-cognitive, meta-motivational and meta-affective processes in university students. Author of more than 170 research papers. Principal editor of the Electronic Journal of Research in Educational Psychology (2002-2018); associate editor of Frontiers in Psychology (Educational Psychology) (since 2010); associate editor of Learning & Individual Differences (since 2015). Founding Partner and Scientific-Technological Director of Education & Psychology R+D+i, first Spanish Technology Company spin-off of Psychology, at University of Almeria (2006-2018).