ional context self-regulated learning is the construct more studied. For this, there are a scarcity of
studies that seek to establish relationships between personal self-regulation and other educational
variables. We aim to delimit the relationships between personal self-regulation (Presage variable)
and different process variables: approaches to learning, self-regulated learning and coping strategies,
establishing the importance of these variables in future research in meta-cognition.
Method. A total of 1101 students participated in the study (university and candidate students).
The analyses made to meet the proposed objectives and test hypotheses were: Association analysis
through Pearson bivariate correlations (Association objectives and hypotheses); linear regression
analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with
Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses).
Results. A significant associative relationship appeared between self-regulation and learning
approaches and self-regulated learning; and negative correlation with emotion-focused coping
strategies. The different levels of personal self-regulation (presage learning variable) determine of
the type of learning approach and of coping strategies.
Discussion and Conclusions. The importance of personal self-regulation that determines the
degree of cognitive self-regulation during the process of university learning; the relationship
between personal self-regulation and the type and quantity of coping strategies, and the relationship
between self-regulated learning and coping