The Self-Regulation Questionnaires

Scale Description | Academic | Prosocial | Health Care | Learning | Exercise | Religion | Friendship

Download the full packet for the Self-Regulation Questionnaires in a Word file

Academic Self-Regulation Questionnaire (SRQ-A)

This questionnaire concerns the reasons why children do their school work. The scale was developed for students in late elementary and middle school. (The comparable SRQ for adults is referred to as the Learning Self-Regulation Questionnaire.) Consequently, its format is slightly different from the format of the Self-Regulation Questionnaires intended for adults. First, the responses to each item are on a 4-point scale rather than a 7-point scale because we have found that more than 4 possible responses is not optimal for the children who complete the questionnaire who are as young as about 8 years of age. Second, we typically have the children respond right on the questionnaire by circling the correct response rather than using an answer sheet. Again, this is easier, especially when doing a group administration to a class of students. Of course it is more work for the researcher to get the information off the questionnaires, but it is worth the trade off. Third, there are more items on the SRQs for children than the SRQs for adults in order to ensure good reliability. Fourth, the "very true" response comes first for each item, whereas on the adult questionnaire it comes last. To score the scale: Very True is scored 4; Sort of True is scored 3; Not Very True is scored 2; and Not at All True is scored 1. This way, a higher score will indicate a higher level of endorsement of that regulatory style. The SRQ-A uses four subscales: external regulation, introjected regulation, identified regulation, and intrinsic motivation.-----

Two versions of the scale. There are two versions of the SRQ-A. The first version is the one that has used in many studies of school children. It asks four questions about why students do various school related behaviors. Each question is followed by several responses that represent the 4 regulatory styles used in this scale. Validation of this scale is presented in Ryan and Connell (1989). The second versions of the SRQ-A, which is a modification of the first, was created for students with Learning Disabilities. In a study of students with LD (Deci, Hodges, Pierson, & Tomassone, 1992), we found that the standard format was too difficult. So, rather than having one question with several responses, every item is formulated as a separate question. The items are still represent the responses to the same 4 questions as in the standard version of the scale, but they are written so the children will understand them more easily. Also, we changed the wording of the four responses to make them easier for the children. In this version, Always is scored 4; Most of the Time is scored 3; Sometimes is scored 2; and Never is scored 1. Scoring information for each version of the scale is after that version. First we present the standard version; then we present the version for students with LD.

The Scale (standard version)

WHY I DO THINGS

Name: ________________________________________Age: ___________

Grade: _____________ ( ) Boy or Girl ( ) Teacher: ________________

1. Why do I do my homework?
   
   
   1. Because I want the teacher to think I'm a good student.
      
      

      Very true

      Sort of true

      Not very true

      Not at all true

      
      
   2. Because I'll get in trouble if I don't.
      
      

      Very true

      Sort of true

      Not very true

      Not at all true

      
      
   3. Because it's fun.
      
      

      Very true

      Sort of true

      Not very true

      Not at all true

      
      
   4. Because I will feel bad about myself if I don't do it.
      
      

      Very true

      Sort of true

      Not very true

      Not at all true

      
      
   5. Because I want to understand the subject.
      
      

      Very true

      Sort of true

      Not very true

      Not at all true

      
      
   6. Because that's what I'm supposed to do.
      
      

      Very true

      Sort of true

      Not very true

      Not at all true

      
      
   7. Because I enjoy doing my homework.
      
      

      Very true

      Sort of true

      Not very true

      Not at all true

      
      
   8. Because it's important to me to do my homework.
      
      

      Very true

      Sort of true

      Not very true

      Not at all true

      
      
      
2. Why do I work on my classwork?
   
   
   9. So that the teacher won't yell at me.
      
      

      Very true

      Sort of true

      Not very true

      Not at all true

      
      
   10. Because I want the teacher to think I'm a good student.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   11. Because I want to learn new things.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   12. Because I'll be ashamed of myself if it didn't get done.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   13. Because it's fun.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   14. Because that's the rule.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   15. Because I enjoy doing my classwork.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   16. Because it's important to me to work on my classwork.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
       
3. Why do I try to answer hard questions in class?
   
   
   17. Because I want the other students to think I'm smart.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   18. Because I feel ashamed of myself when I don't try.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   19. Because I enjoy answering hard questions.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   20. Because that's what I'm supposed to do.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   21. To find out if I'm right or wrong.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   22. Because it's fun to answer hard questions.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   23. Because it's important to me to try to answer hard questions in class.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   24. Because I want the teacher to say nice things about me.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
       
4. Why do I try to do well in school?
   
   
   25. Because that's what I'm supposed to do.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   26. So my teachers will think I'm a good student
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   27. Because I enjoy doing my school work well.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   28. Because I will get in trouble if I don't do well.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   29. Because I'll feel really bad about myself if I don't do well.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   30. Because it's important to me to try to do well in school.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   31. Because I will feel really proud of myself if I do well.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       
   32. Because I might get a reward if I do well.
       
       

       Very true

       Sort of true

       Not very true

       Not at all true

       
       

Scoring the SRQ-A (standard version). First, you calculate the subscale score for each of the four subscales by averaging the items that make up that subscale. Very true is scored 4; Sort of true is scored 3; Not very true is scored 2; and Not at all true is scored 1. The four subscales are: external regulation, introjected regulation, identified regulation, and intrinsic motivation. Listed below are the item numbers associated with each of the four subscales.

External Regulation: 2, 6, 9, 14, 20, 24, 25, 28, 32

Introjected Regulation: 1, 4, 10, 12, 17, 18, 26, 29, 31

Identified Regulation: 5, 8, 11, 16, 21, 23, 30

Intrinsic Motivation: 3, 7, 13, 15, 19, 22, 27

You can use the individual subscale scores in your analyses, and you can also use the Relative Autonomy Index (RAI). To form the RAI for this scale, use the following formula to combine the subscale scores:

2 X Intrinsic + Identified - Introjected - 2 X External

The Scale (version for students with LD)

Why I Do Things

Name: ________________________________________Age: ___________

Grade: _____________ ( ) Boy or Girl ( ) Teacher: ________________

1. I do my classwork so that the teacher won't yell at me.
   
   

   Always

   Most of the time

   Sometimes

   Never

   
   
2. I do my classwork because I want the teacher to think I'm a good student.
   
   

   Very true

   Sort of true

   Not very true

   Not at all true

   
   
3. I do my classwork because I want to learn new things.
   
   

   Very true

   Sort of true

   Not very true

   Not at all true

   
   
4. I do my classwork because I'll feel bad about myself if it doesn't get done.
   
   

   Very true

   Sort of true

   Not very true

   Not at all true

   
   
5. I do my classwork because it's fun.
   
   

   Very true

   Sort of true

   Not very true

   Not at all true

   
   
6. I do my classwork because that's the rule.
   
   

   Very true

   Sort of true

   Not very true

   Not at all true

   
   
7. I enjoy doing my classwork.
   
   

   Very true

   Sort of true

   Not very true

   Not at all true

   
   
8. I try to answer hard questions in class because I want the other kids to think I'm smart.
   
   

   Very true

   Sort of true

   Not very true

   Not at all true

   
   
9. I try to answer hard questions because I'll feel bad about myself if I don't try.
   
   

   Very true

   Sort of true

   Not very true

   Not at all true

   
   
10. I try to answer hard questions because it's fun to answer hard questions.
    
    

    Very true

    Sort of true

    Not very true

    Not at all true

    
    
11. I try to answer hard questions because that's what I am supposed to do.
    
    

    Very true

    Sort of true

    Not very true

    Not at all true

    
    
12. I try to answer hard questions to find out if I'm right or wrong.
    
    

    Very true

    Sort of true

    Not very true

    Not at all true

    
    
13. I try to do well in school because that's what I am supposed to do.
    
    

    Very true

    Sort of true

    Not very true

    Not at all true

    
    
14. I try to do well in school so my teachers will think I'm a good student.
    
    

    Very true

    Sort of true

    Not very true

    Not at all true

    
    
15. I try to do well in school because I like doing a good job on my school work.
    
    

    Very true

    Sort of true

    Not very true

    Not at all true

    
    
16. I try to do well in school because I will get in trouble if I don't.
    
    

    Very true

    Sort of true

    Not very true

    Not at all true

    
    
17. I try to do well in school because I'll fell really bad about myself if I don't do well.
    
    

    Very true

    Sort of true

    Not very true

    Not at all true

    
    

Scoring the SRQ-A (version for students with LD). As with the standard version of the SRQ-A, you first calculate the subscale score for each of the four subscales by averaging the items that make up that subscale. Always is scored 4; Most of the time is scored 3; Sometimes is scored 2; and Never is scored 1. The four subscales are: external regulation, introjected regulation, identified regulation, and intrinsic motivation. There are fewer items on this version than on the standard version, because students with LD typically have a shorter attention span. Listed below are the item numbers associated with each of the four subscales.

External Regulation: 1, 6, 11, 13, 16

Introjected Regulation: 2, 4, 8, 9, 14, 17

Identified Regulation: 3, 12, 15

Intrinsic Motivation: 5, 7, 10

You can use the individual subscale scores in your analyses, and you can also use the Relative Autonomy Index (RAI). To form the RAI for this scale, use the following formula to combine the subscale scores:

2 X Intrinsic + Identified - Introjected - 2 X External

Reference for original SRQ-A (the standard version)

Ryan, R. M., & Connell, J.P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.
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Reference for the adapted SRQ-A (the version for students with LD)

Deci, E. L., Hodges, R., Pierson, L., & Tomassone, J. (1992). Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning Disabilities, 25, 457-471.

Other articles that have used the SRQ-A

Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). The inner resources for school performance: Motivational mediators of children's perceptions of their parents. Journal of Educational Psychology, 83, 508-517.
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Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology, 81, 143-154.
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Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890-898.
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Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88, 203-214.

Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children's behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65, 781-791.

A variant of the SRQ-A has been used in Japan, as reported in the following articles

Hayamizu, T. (1997). Between intrinsic and extrinsic motivation: Examination of reasons for academic study based on the theory of internalization. Japanese Psychological Research, 39, 98-108.

Yamauchi, H., & Tanaka, K. (1998). Relations of autonomy, self-referenced beliefs and self-regulated learning among Japanese children. Psychological Reports, 82, 803-816.

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