Introduction: Academic learning and school success are closely linked to the use of a huge set of strategies that facilitate self-regulating and autonomous learning. However, for various reasons (not always related to personal student characteristics), many students do not use these resources or tools often enough. From Educational Psychology, a good number of intervention programmes have been proposed and validated to improve the situation already described. In this symposium some of these programmes and their results are presented, all of them based on scientific theories. Method: In the four communications, the intervention programmes are based on the socio-cognitive model and the common dependent variables are reading comprehension and written composition. These studies have been carried out with rigorous quasi-experimental designs (or repeated measures). Results: The results of these interventions are highly positive in that they lead to significant improvement in self-regulatory skills, reading comprehension, written composition and even overall academic performance. Discussion: In each of the four communications, the results are discussed and some conclusions and implications for educational practice are drawn.

Professor in the Area of Developmental and Educational Psychology of the Department of Psychology at the University of Oviedo since 2006. At the research level, it is highlighted his study of cognitive-motivational, emotional and social dimensions in students with learning difficulties, as well as the analysis of the strategies and processes of self-regulated learning in the different educational levels. He has taken part in different research projects: regional (University of Oviedo, regional funds), national (CIDE, MCyT, MEC) and international (FONDECYT). In recent years, he was the PI in three research projects, which were funded by the Spanish National Research Plan. The first, entitled

“The teaching-learning process at the University: How to increase efficiency through autonomous learning” (Plan Nacional I + D + I, 2006-2009), whose objective was to develop useful instructional resources for the promotion of autonomous learning’ skills in university students. The second, giving continuity to the aforementioned project, was the one entitled “Promotion of self-regulatory competences of academic learning through the virtual Moodle in higher education (e-TRAL Project)” (National Plan I + D + I, 2010-2013). Finally, the research project entitled “Evaluation and intervention in the metacognitive processes of learning in CBLES in higher education students with and without learning difficulties” (National Plan EDU2014-57571-P), whose objective was to adapt the intervention programme developed in the previous project to a distance learning, characteristic of e-learning, as it is the case of Virtual Campus. Learning environments with computer support (CBLEs - Computer Based Learning Environments) have additional difficulties for the learner. The medium-long-term scientific-technical objective of this research line is to converge the knowledge and materials previously developed and analyse the difficulties of university students with specific learning difficulties (DEA) to learn in virtual environments (e.g. CBLEs). Currently, he participates in a Project funded by the Spanish National Research Plan about bullying and cyberbullying and in a European Project about teaching in virtual environments. The results derived from his research have been published in different national and international impact journals, as well as in other means of transfer.