Recent research evidence has shown the importance of different psychological constructions for analyzing problems associated with lack of adequate behavior management in human beings. On the one hand, the neuropsychological model and its central variable, executive functions (EF) have become an essential construct for explaining learning difficulties and self-regulation of behavior in the lives of individuals. This well-documented construct represents the level of microanalysis of human behavior, which means that it focuses on the interaction between brain and behavior on cognitive performance, including decision-making across the lifespan. In parallel and complementary, other psychological models from research at the molecular and molar levels have been developed aiming to fill out the analysis and definition of behavior regulation, especially in the educational and health fields.
The behavioral models of Self-Regulated Learning, SRL, and general Self-Regulation modeled after the information processing paradigm have enabled us to accurately understand self-regulatory processes in the human being. These models, placed at a molecular level of analysis, give us a sequential, discrete understanding of self-regulatory behaviors, in the sphere of education and health. By analyzing across the behavioral sequence of before-during-after each act, the models have provided evidence of their value in assessment and intervention.
Finally, the behavioral model of Self- vs External Regulation, SR vs ER Theory takes its place at the molar level and has postulated the relevance of an interactive subject x environment analysis. This model has confirmed the relevance and value of the interaction of levels of regulation present in the subject and in their context, for predicting human behaviors in the fields of education and health. The continuum of Self-Regulation, Non-Regulation, Dys-Regulation (SR-NR-DR) has helped to operationally define the types of regulatory behavior, whether at the personal level or the contextual level.
Therefore, the aim of this Research Topic is to establish the necessary connections between the three levels of analysis with respect to the issue of human behavioral regulation. Many questions remain to be answered concerning the relationships and connections between the models mentioned:
• Does the construct of executive functions correspond linearly to that of self-regulation or self-regulated learning?
• How do they differ?
• What effect does the context have, when it is more or less regulatory?
• How do the types of relationships proposed by the molar theory relate to relationships identified at the molecular and microanalysis levels?
To answer these and other questions, we will accept theoretical studies and empirical evidence that represent significant advances in our understanding of this research topic. Priority will be given to studies on the relationships between the different constructs at different levels of research. Submissions should include research or reviews that address either the field of education or health. In the case of education, different stages of education may be addressed.
Funding: R&D Project PGC2018-094672-B-I00, University of Navarra, Ministry of Education and Science (Spain), and the European Social Fund (EU); R & D Project UAL18- SEJ-DO31-A-FEDER. University of Almería (Spain), and the European Social Fund (EU).
Recent research evidence has shown the importance of different psychological constructions for analyzing problems associated with lack of adequate behavior management in human beings. On the one hand, the neuropsychological model and its central variable, executive functions (EF) have become an essential construct for explaining learning difficulties and self-regulation of behavior in the lives of individuals. This well-documented construct represents the level of microanalysis of human behavior, which means that it focuses on the interaction between brain and behavior on cognitive performance, including decision-making across the lifespan. In parallel and complementary, other psychological models from research at the molecular and molar levels have been developed aiming to fill out the analysis and definition of behavior regulation, especially in the educational and health fields.
The behavioral models of Self-Regulated Learning, SRL, and general Self-Regulation modeled after the information processing paradigm have enabled us to accurately understand self-regulatory processes in the human being. These models, placed at a molecular level of analysis, give us a sequential, discrete understanding of self-regulatory behaviors, in the sphere of education and health. By analyzing across the behavioral sequence of before-during-after each act, the models have provided evidence of their value in assessment and intervention.
Finally, the behavioral model of Self- vs External Regulation, SR vs ER Theory takes its place at the molar level and has postulated the relevance of an interactive subject x environment analysis. This model has confirmed the relevance and value of the interaction of levels of regulation present in the subject and in their context, for predicting human behaviors in the fields of education and health. The continuum of Self-Regulation, Non-Regulation, Dys-Regulation (SR-NR-DR) has helped to operationally define the types of regulatory behavior, whether at the personal level or the contextual level.
Therefore, the aim of this Research Topic is to establish the necessary connections between the three levels of analysis with respect to the issue of human behavioral regulation. Many questions remain to be answered concerning the relationships and connections between the models mentioned:
• Does the construct of executive functions correspond linearly to that of self-regulation or self-regulated learning?
• How do they differ?
• What effect does the context have, when it is more or less regulatory?
• How do the types of relationships proposed by the molar theory relate to relationships identified at the molecular and microanalysis levels?
To answer these and other questions, we will accept theoretical studies and empirical evidence that represent significant advances in our understanding of this research topic. Priority will be given to studies on the relationships between the different constructs at different levels of research. Submissions should include research or reviews that address either the field of education or health. In the case of education, different stages of education may be addressed.
Funding: R&D Project PGC2018-094672-B-I00, University of Navarra, Ministry of Education and Science (Spain), and the European Social Fund (EU); R & D Project UAL18- SEJ-DO31-A-FEDER. University of Almería (Spain), and the European Social Fund (EU).
