Regulation/non-regulation/dys-regulation of health behavior, psychological reactance, and health of university undergraduate students
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 individ-ual’s context. This gives rise to a behavioral heuristic that can predict and explain other health-re-lated variab...
| Autores: | , , |
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| Formato: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Recursos: | Universidad de Navarra |
| Repositorio: | Dadun. Depósito Académico Digital de la Universidad de Navarra |
| Idioma: | inglés |
| OAI Identifier: | oai:dadun.unav.edu:10171/60232 |
| Acesso em linha: | https://hdl.handle.net/10171/60232 |
| Access Level: | acceso abierto |
| Palavra-chave: | SRL vs.ERL theory Self-regulation behavior Self/external regulation of health Self/external non-regulation of health Self/external dys-regulation of health Psychological reactance Student health |
| Resumo: | 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 individ-ual’s context. This gives rise to a behavioral heuristic that can predict and explain other health-re-lated variables, such as psychological reactance and student health. On a voluntary basis, 269 uni-versity students completed validated questionnaires on variables of regulation, reactance and health. Using an ex post facto design, we performed correlational analysis and structural linear re-gression to build a structural equations model (SEM)with acceptable statistical values. The results showed various predicted relationships: self-regulation was associated with and positively pre-dicted self-regulated health behavior; external health-regulating contexts were associated with and positively predicted self-regulated health behavior; non-regulatory and dysregulatory contexts neg-atively predicted self-regulated health behavior and students’ health itself, as well as positively pre-dicting 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. |
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