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

Author

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  • Mónica Pachón-Basallo

    (Department of Theory and Methods of Evaluation and Educational and Psychological Intervention, Faculty of Education and Psychology, University of Navarra, 31009 Pamplona, Navarra, Spain)

  • Jesús de la Fuente

    (Department of Theory and Methods of Evaluation and Educational and Psychological Intervention, Faculty of Education and Psychology, University of Navarra, 31009 Pamplona, Navarra, Spain
    Department of Psychology, Faculty of Psychology, University of Almeria, 04120 La Cañada, Almería, Spain)

  • María Carmen Gonzáles-Torres

    (Department of Theory and Methods of Evaluation and Educational and Psychological Intervention, Faculty of Education and Psychology, University of Navarra, 31009 Pamplona, Navarra, Spain)

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.

Suggested Citation

  • Mónica Pachón-Basallo & Jesús de la Fuente & María Carmen Gonzáles-Torres, 2021. "Regulation/Non-Regulation/Dys-Regulation of Health Behavior, Psychological Reactance, and Health of University Undergraduate Students," IJERPH, MDPI, vol. 18(7), pages 1-20, April.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:7:p:3793-:d:530481
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    References listed on IDEAS

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    1. Marjan Vaez & Margareta Kristenson & Lucie Laflamme, 2004. "Perceived Quality of Life and Self-Rated Health among First-Year University Students," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 68(2), pages 221-234, September.
    2. Jesús de la Fuente & Paola Verónica Paoloni & Manuel Mariano Vera-Martínez & Angélica Garzón-Umerenkova, 2020. "Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing," IJERPH, MDPI, vol. 17(12), pages 1-20, June.
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