Self- vs. External-Regulation Behavior ScaleTM in different psychological contexts: A validation study

Abstract

The self- vs. external-regulation behavior theory, SR-ER Theory (2021) model has postulated the Self-Regulation /Non or De-Regulation/Dys-regulation (SR-NR-DR) continuum in the person and in their context. The model also generates a behavioral heuristic that allows us to predict and explain the variability of other dependent behavioral variables in a range of scenarios (clinical, educational, health and technology contexts). Consequently, the objective of this study was to validate the different scales prepared on the basis of the theory presented. A total of 469 students voluntarily completed at different times the five questionnaires presented, to give a total of 1,385 completed questionnaires. Using an ex post facto design, descriptive, correlational, confirmatory factorial analysis (CFA), reliability, and concurrent validity analyses were carried out. The scales were analyzed individually and as a whole. The results showed the acceptable structure of scale and consistent levels of reliability. The five levels generated by the SR-NR-DR (personal and contextual) combinatory heuristic that arises from the theoretical model determined significant differences in the levels of the variables analyzed for each psychological context. We discuss the theoretical implications and the implications for the assessment and improvement of the behaviors analyzed in function of the personal and contextual regulation levels evaluated.

The big five factors as differential predictors of self-regulation, achievement emotions, coping and health behavior in undergraduate students

“…Based on the Self- vs. External-Regulation theory [ 27 , 28 ], the aim of this study was to show, differentially, the regulatory, nonregulatory or dysregulatory power of the Big Five personality factors with respect to study behaviors, associated emotionality during study, motivational states, and ultimately, student health behavior.…”

“…In the context of university learning, the level of self-regulation is a determining factor in learning approaches, motivation and achievement [ 27 ]. Similarly, the self- vs. externally regulated behavior theory [ 27 , 28 ] assumes that the continuum of self-regulation can be divided into three types: (1) self-regulation behavior, which is the meta-behavior or meta-skill of planning and executing control over one’s behavior; (2) nonregulation behavior (deregulation) , where consistent self-regulating behavior is absent; and (3) nonregulation behavior, when regulatory behavior is maladaptive or contrary to what is expected. Some example behaviors are presented below, and these have already been documented (see Table 1 ).…”

Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ in a university environment: theoretical basis, structure and functionality

“…From that starting point, the new model sought to extrapolate the specific model from the field of education to other psychological contexts, leading to the model in Self- vs External-Regulation Behavior Theory ( de la Fuente et al, 2021a , b , 2022a , b , c ), as a general model of regulatory behavior that could apply to different fields: Psychology of education and ICT, Clinical and Health Psychology, Social and Organizational Psychology, and other contexts ( de la Fuente et al, 2016a , 2022a , b , c ). To that end, we created and validated specific evaluation tools for use in the different fields ( de la Fuente et al, 2022a , b , c ; de la Fuente, 2024a , b ).…”

“…On the basis of empirical evidence concerning the variables analyzed in the model, the e-Self-Help Tool, e-Coping with Academic Stress ( de la Fuente et al, 2015c ) suggests actions for progressive improvement to address each subcompetency in question. The intervention proposal has been made through the self-help tool or the behavior improvement proposal, through training activities for the subjects ( de la Fuente, 2024a ).…”

Eudaimonic Well-Being of Italian Young Adults during the COVID-19 Pandemic: Predictive and Mediating Roles of Fear of Death and Psychological Inflexibility

“…The recent Self-vs. External Regulatory Behavior Theory (SR-ER Theory) [58,59] can contribute to formulating predictions about the direction of the relationships among these three constructs. According to the SR-ER theoretical model, variability in human behavioral regulation depends on the combination of personal and contextual factors.…”