The role of psychological strengths in the relationship between self- and external- regulation of behavior and psychological well-being of university students

Recent research has illuminated the intricate connections between how individuals regulate their behavior, their inherent psychological strengths, and their overall sense of well-being. While previous studies have established associations between these constructs, a significant gap has remained in understanding the precise predictive and mediating mechanisms that underpin these relationships. A new study, published in Frontiers in Psychology, delves into these complex dynamics, offering empirical support for a theoretical framework that views behavioral regulation as a product of both personal and contextual influences. The findings underscore the critical role of psychological strengths in bridging regulatory processes and fostering a sense of well-being among university students.

Unpacking Psychological Well-being and Strengths

Psychological well-being, a concept central to positive psychology, is increasingly understood as a multidimensional construct. It encompasses both hedonic aspects, such as the presence of positive emotions and life satisfaction, and eudaimonic aspects, focusing on personal growth, purpose, and self-acceptance. Research has shown that factors like self-control and personal values significantly contribute to both dimensions of well-being. Conversely, negative health behaviors and psychological distress are often linked to lower levels of well-being, particularly in younger populations.

Complementing this, psychological strengths, often referred to as character strengths, are stable positive personal resources that enable individuals to function at their best. The widely recognized Values in Action (VIA) classification identifies 24 character strengths grouped into six core virtues. These strengths have been consistently linked to higher levels of psychological well-being, with evidence suggesting that their active use mediates this relationship. Interventions focused on cultivating these strengths have repeatedly demonstrated positive impacts on both subjective and psychological well-being.

The Nuances of Behavioral Regulation

The concept of self-regulation, defined as the capacity to plan, monitor, and adjust actions towards desired outcomes, has been explored through various theoretical lenses. However, existing models often fall short in fully accounting for the influence of external regulatory factors and in differentiating between effective regulation, a lack of regulation, and maladaptive dysregulation.

To address these limitations, the Self- vs. External-Regulation of Behavior Theory has been proposed. This framework posits that behavior is shaped by the interplay between an individual’s internal regulatory characteristics and the regulatory qualities of their environment. The theory delineates three levels of self-regulation: Self-Regulation (SRG), Non-Regulation (NRG), and Dys-Regulation (DRG), and corresponding levels of external regulation: External Regulation (ERG), External Non-Regulation (ENRG), and External Dys-Regulation (EDRG). While previous research has hinted at the importance of these regulatory processes, their direct predictive and mediating roles in relation to psychological strengths and well-being remained underexplored.

Study Design and Methodology

This study employed an ex post facto, cross-sectional design, investigating a sample of 453 university students from public universities in Spain. Participants, aged 18 to 25 years, completed validated self-report instruments measuring self- and external regulation of behavior, psychological strengths, and psychological well-being. The research utilized correlational analyses, hierarchical regression models, and structural equation modeling to test the proposed hypotheses. Data collection spanned from September 2018 to June 2020, with the study receiving ethical approval from the University of Navarra.

Key instruments included the Self- vs. External-Regulation of Behavior in Health (SRH-ERH) Questionnaire, the abbreviated VIA Inventory of Strengths (VIA-IS-72), and the Spanish version of the Psychological Well-Being Scale. Rigorous statistical analyses were conducted, including checks for data quality, normality assumptions, and multicollinearity, ensuring the robustness of the findings.

Key Findings: Regulation Fosters Strengths and Well-being

The research yielded several significant findings, broadly supporting the study’s hypotheses:

1. Predictive Power of Regulation on Psychological Strengths:
The study found that higher levels of both Self-Regulation (SRG) and External Regulation (ERG) were significant positive predictors of psychological strengths, both overall and across specific dimensions. Conversely, Nonregulation (NRG) and Dysregulation (DRG) factors demonstrated negative associations with strengths. In linear models, SRG and ERG emerged as the most robust predictors, accounting for a substantial portion of the variance in psychological strengths. This suggests that adaptive regulatory patterns, supported by both internal capacities and conducive environmental factors, are closely intertwined with the development and expression of individual strengths.

2. Regulation and Psychological Well-being:
A consistent trend emerged, showing significant positive associations between Self and External Regulation dimensions and various factors of psychological well-being. In contrast, Nonregulation and Dysregulation were significantly and negatively associated with well-being. Notably, "purpose in life" exhibited the strongest correlation with both Self and External Regulation, while "autonomy" showed the weakest association. These findings reinforce the idea that effective regulation, at both personal and contextual levels, is crucial for fostering a sense of well-being.

3. Psychological Strengths as Mediators:
The structural equation modeling confirmed the hypothesized mediating role of psychological strengths in the relationship between regulatory factors and psychological well-being. This indicates that regulatory tendencies, particularly adaptive ones, contribute to well-being partly by fostering psychological strengths. These strengths, in turn, facilitate positive experiences and functioning associated with well-being. In essence, individuals with strong self-regulation skills are better equipped to leverage their strengths, enabling them to navigate challenges and experience higher levels of well-being.

Delving Deeper: Specific Strengths and Regulatory Dynamics

The study also provided nuanced insights into the interplay between specific strengths and regulatory patterns. For instance, the strength of "justice" showed positive associations with adaptive regulation and negative associations with nonregulation and dysregulation. This aligns with the understanding that upholding justice requires sustained cognitive effort and self-monitoring, particularly in challenging situations. Similarly, "integrity," a strength within the courage virtue, was consistently linked to adaptive regulation and acted as a mediator between regulatory behavior and well-being, suggesting its role in facilitating value-driven actions.

Interestingly, certain transcendence-related strengths, such as spirituality and hope, displayed positive associations with Dysregulation factors. While seemingly counterintuitive, this may suggest that in contexts of adversity or uncertainty, these strengths can help individuals maintain meaning and persistence even when conventional regulatory structures are less effective. The role of humor also proved complex, showing associations with both regulation and dysregulation, highlighting the potential for both adaptive and maladaptive forms of humor to coexist with different regulatory states.

Implications and Future Directions

The findings of this study have significant practical implications across various domains. For educators, psychologists, and health professionals, the research underscores the importance of considering both individual regulatory capacities and the regulatory nature of the environment when aiming to promote psychological strengths and well-being in young adults. Interventions that foster effective self-regulation, coupled with supportive external environments, are likely to be most beneficial.

The study’s emphasis on the mediating role of psychological strengths suggests that cultivating these strengths can be a strategic pathway to enhance the positive outcomes of regulatory behaviors. This aligns with the growing interest in strengths-based approaches in therapeutic settings. For example, Acceptance and Commitment Therapy (ACT) and religiously integrated therapies that incorporate spiritual or existential dimensions have shown promise in improving well-being, often by leveraging personal resources and acknowledging contextual influences. The integration of humor in therapeutic interventions has also been validated in recent reviews.

However, the study acknowledges certain limitations. The reliance on self-report measures introduces the possibility of response biases. The cross-sectional design, while practical, precludes definitive causal inferences, and the findings are primarily predictive. The sample’s predominance of women and its convenience sampling method may limit generalizability to broader undergraduate populations or other demographic groups. Future research could benefit from longitudinal designs, diverse samples including clinical populations, and mixed-methods approaches to further elucidate the complex relationships explored in this study. Investigating the applicability of the Self- vs. External-Regulation Behavior Model in clinical settings, for instance, could lead to more targeted interventions for individuals experiencing psychological distress or mental health conditions.

In conclusion, this research provides robust empirical support for the Self- vs. External-Regulation of Behavior Theory and highlights the pivotal role of psychological strengths in linking regulatory processes to enhanced psychological well-being among university students. By understanding these interconnected mechanisms, interventions can be more effectively designed to foster resilience, growth, and overall health in young adults.