Research on "self-regulated learning" has evolved from classic models focused exclusively on the student and the learning process, to models which take into consideration the context or the teaching process, as an element which can stimulate self-regulation in students. The DEDEPRO[TM] model is offered as a model of the latter type, focusing on self-regulated learning from an interactive, interdependent conception of the teaching-learning process. Elements essential to this theoretical conception are reported here, as well as advances gained from assessment instruments taking this conception as their basis, and intervention strategies for improving the teaching-learning process, in particular using ICT. Finally, we conclude with representative empirical evidence gathered to date, prospects for the future and potential for its use as a utility model in the field of Psychology and Education. (Contains 2 tables and 1 figure.)