|Introduction/objective: Self-regulation learning promotion practices (Pro-ARA) are behaviors and instructions that teachers carry out to promote self-regulation of learning (ARA) in their students. The main predictive variables of teacher Pro-ARA are: ARA beliefs (CRE); teacher self-efficacy (AUT) and ARA knowledge (CNC). The objective was to analyze Pro-ARA in teachers who teach STEM and Social Sciences (CS) courses in Latin American countries. Method: A quantitative study with a cross-sectional predictive design was carried out applying four scales, where descriptive, correlational, comparative and structural analyses (SEM) were developed. 442 teachers from universities in Chile, Argentina, Cuba, Ecuador and Mexico participated. Results: The general structural model indicated that beliefs, self-efficacy and knowledge predict Pro-ARA; The structural model of the STEM area showed that knowledge and beliefs predict Pro-ARA, while for Social Sciences teachers, self-efficacy and knowledge are the predictor variables. Conclusions: It is suggested to generate training on Pro-ARA for STEM and CS teachers specific to the area that includes the variables that were shown to be predictors within the models, because teachers must first know the Pro-ARA to feel self-efficacious to be able to apply them to students.