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

Background Previous research has identified associations among regulatory processes, psychological strengths, and well-being. However, empirical evidence regarding the predictive and mediating mechanisms underlying these relationships is limited. The present study aimed to (1) examine the predictive relationships between self-external regulation of behavior and psychological strengths and (2) analyze the mediating role of psychological strengths in the relationship between self-external regulation and psychological well-being. Methods A sample of 453 university students completed validated self-report instruments. An ex post facto, cross-sectional design was used to conduct correlational analyses, hierarchical regression models, and structural equation modeling to test the proposed hypotheses. Results Higher levels of self- and external regulation significantly and positively predicted psychological strengths, both globally and across specific dimensions. Nonregulation and dysregulation, on the other hand, showed negative associations. In turn, psychological strengths significantly predicted psychological well-being and accounted for a substantial proportion of its variance. Structural equation modeling confirmed the mediating role of psychological strengths in the relationship between regulatory factors and well-being. Regulation demonstrated stronger predictive weight than nonregulatory and dysregulatory factors. Conclusion These findings provide empirical support for the Self- vs. External-Regulation Behavior Theory by clarifying its predictive and mediational mechanisms. The results underscore the importance of considering personal and contextual regulatory processes when examining psychological strengths and well-being. They also suggest implications for preventive, educational, clinical, and health-related interventions.