Regulation/Non-Regulation/Dys-Regulation of Health Behavior, Psychological Reactance, and Health of University Undergraduate Students

Abstract

The Self-Regulation vs. External-Regulation Theory (2017) has postulated a continuum of regulation/non-regulation/dys-regulation that is present both in the individual and in the individual’s context. This gives rise to a behavioral heuristic that can predict and explain other health-related variables, such as psychological reactance and student health. On a voluntary basis, 269 university students completed validated questionnaires on variables of regulation, reactance and health. Using an ex post facto design, we performed correlational analysis and structural linear regression to build a structural equations model (SEM) with acceptable statistical values. The results showed various predicted relationships: self-regulation was associated with and positively predicted self-regulated health behavior; external health-regulating contexts were associated with and positively predicted self-regulated health behavior; non-regulatory and dysregulatory contexts negatively predicted self-regulated health behavior and students’ health itself, as well as positively predicting psychological reactance behavior. Implications are established for explaining variability in general and health-related self-regulation, as well as for intervening in these variables in health programs.

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

“…On the other hand, as pointed out by previous studies and the present study results, parental support influences the academic achievement of students and functions as a protective factor at the contextual level [64,103,104]; a key factor is the mother's role and her academic level as it contributes significantly to the academic achievement of the children [105]. Thus, although Colombian adolescents have cognitive, behavioral, and personal self-regulation tools for their learning processes, if their social context does not promote academic goal achievement, it is more probable that de-regulatory behaviors appear in their educational context [52].…”

“…At the contextual level, the SR vs ER Theory model has also defined the externalregulatory/non-regulatory/dys-regulatory role of the context. Recently, it has been shown that the low/medium/high level in contextual regulation are predictors to the externalregulatory/non-regulatory/dys-regulatory personal behavior [52].…”

Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University

“…In a complementary approach, the theoretical model of SR vs. ER Theory ( 65 ) has hypothesized the existence of a continuum of self-regulatory, non-regulatory and dysregulatory behaviors in persons. This theory has contributed recent evidence for three claims: (1) students' levels of behavior self-regulation (high-medium-low) determine corresponding levels in several affective-motivational variables, such as engagement, resilience, and stress responses ( 66 ); (2) these regulation levels (high-medium-low) are interdependent with self-regulation/non-regulation/dys-regulation behaviors, respectively, and health behaviors ( 67 ); (3) regulation levels have also been found in association with personality factors ( 68 ). For these reasons, specifically, it proposes a self-regulatory ordered sequence of personality components, from greater to lesser levels of self-regulation behavior, namely: Conscientiousness and Extraversion (self-regulatory components), Openness to Experience and Agreeability (non-regulatory components), and Neuroticism (dysregulatory component).…”

A Path Analysis Model of Protection and Risk Factors for University Academic Stress: Analysis and Psychoeducational Implications for the COVID-19 Emergency

“…Basically, students are assumed to have different levels of behavioral self-regulation (high, medium, and low); they take on a given learning process from different starting points (with regulating, non-regulating, or dysregulating behaviors). In the same degree, teachers can show diverse teaching behavior in regard to external regulation (high, medium, and low); their teaching behaviors affect learning in ways that can be regulatory, non-regulatory, or dysregulatory (Pachón-Basallo et al, 2021). These two typologies in students and teachers are then combined in the teaching-learning process, giving rise to multiple interactions.…”