Self-regulated learning as an inherent factor of academic self-concept in university students

In the university context, the self-regulated learning processes play an instrumental role as a strategy that allows students to achieve a greater academic self-concept due to their awareness of their academic development and their active participation in this process. This study involved 276 students of the Primary Education Degree of the University of Jaén, (Spain), participated, of which 213 (77.2%) were female and 63 (22.8%) were male, with the average age of 19.97 years (± 2.834). The Inventory of Self-Regulation of Learning Processes (IPAA) and the Academic Self-Concept Scale (EAA) were applied. The objective was to provide enough evidence on the complementarity of self-regulation learning processes with academic self-concept. This study introduces the combined used of structural equation modeling (PLS-SEM) and necessary conditions analysis (NCA) to investigate the proposed hypotheses. The results of the model found high coefficients of determination Execution [( Q 2 = 0.261); ( R² =0.547)]; Assessment [( Q 2 = 0.249); ( R² =0.393)]; and Academic self-concept [( Q 2 = 0.074); ( R² =0.329)]. The results have corroborated the composite use of PLS-SEM and NCA allow to identify some of the essential factors of academic self-concept according to the rationale of need. The combination of both perspectives supports the theoretical underpinning of this topic.