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dc.creatorFuente-Arias, J. (Jesús) de la-
dc.creatorPachón-Basallo, M. (Mónica)-
dc.creatorMartínez-Vicente, J.M. (José Manuel)-
dc.creatorPeralta-Sánchez, F.J. (Francisco Javier)-
dc.creatorGarzón-Umerenkova, A. (Angélica)-
dc.creatorSander, P. (Paul)-
dc.identifier.citationFuente-Arias, J. (Jesús) de la; Pachón-Basallo, M. (Mónica); Martínez-Vicente, J.M. (José Manuel); et al. "Self- vs. external-regulation behavior scaleTM in different psychological contexts: a validation study". Frontiers in Psychology. 13, 2022, 922633es_ES
dc.description.abstractThe 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.es_ES
dc.description.sponsorshipThis research was supported by R&D Project PGC2018- 094672-B-I00, University of Navarra, Ministry of Education and Science (Spain), and the European Social Fund (EU); R&D Project UAL18- SEJ-DO31-A-FEDER. University of Almería (Spain), and the European Social Fund (EU) (www.inetas.net).es_ES
dc.relationinfo:eu-repo/grantAgreement/AEI/Proyectos de I+D de Generación de Conocimiento/PGC2018- 094672-B-I00/[ES]/EFECTO DE LAS EMOCIONES ACADEMICAS EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE Y LA SALUD DE LOS ESTUDIANTES UNIVERSITARIOSes_ES
dc.subjectMaterias Investigacion::Educación::Ciencias de la conducta (Psicología) y orientación psicológicaes_ES
dc.subjectMaterias Investigacion::Ciencias de la Salud::Psiquiatría y psicologíaes_ES
dc.subjectSelf-regulated behavior/contextes_ES
dc.subjectNon-regulated behavior/contextes_ES
dc.subjectDys-regulated behavior/contextes_ES
dc.subjectSelf- vs. external-regulation theoryes_ES
dc.titleSelf- vs. external-regulation behavior scaleTM in different psychological contexts: a validation studyes_ES
dc.description.noteThis is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).es_ES
dadun.citation.publicationNameFrontiers in Psychologyes_ES

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