While academic stress is prevalent among students, there is a lack of research on learning methods that could contribute to its regulation. Portfolios have gained significant attention in the past two decades, acknowledged as valuable tools for enhancing cognitive and regulation processes. Deviating from traditional approaches and diminishing the importance of final knowledge testing, the portfolio emphasizes the dynamics of embodied processes in knowledge construction. By utilizing feedbacks and structured mediations, the portfolio reinforces the link between perception and action, providing the opportunity to regulate the learning processes. While there have been important conceptual shifts, few studies have thoroughly examined the effect of portfolios, particularly on regulation processes, even though it has been recognized as effective in regulating motivation, stress, self-efficacity and emotions. Preliminary results from a mixed-methods (qualitative and quantitative) cross-sectional and longitudinal study show compelling evidence supporting the use of portfolios as an enactive and socio-constructivist tool allowing regulation in learning and assessment processes.