Student Leadership Measurement Library
The Self-Regulation Questionnaires assess domain-specific individual differences in the types of motivation or regulation. That is, the questions concern the regulation of a particular behavior (e.g., exercising regularly) or class of behaviors (e.g., engaging in religious behaviors). The regulatory styles, while considered individual differences, are not “trait” concepts, for they are not general nor are they particularly stable. But neither are they “state” concepts, for they are more stable than typical states which fluctuate easily as a function of time and place.
Constructs Being Measured
How to Access and Cite
To access the resource, visit: https://selfdeterminationtheory.org/self-regulation-questionnaires/
Outcome Families
Programmatic Purpose-terms
Instrument Characteristics
Likert-type questions
Multiple
Applicable Grade Levels-terms
Supporting Research
Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology, 81(2), 143–154.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Available Languages
English, Slovenian, Dutch, Chinese
Rationale
Self-regulation is a key component that affects many other skills such as metacognition, self-management, and self-efficacy. There are several types of self-regulation and this resource offers several versions of instruments that measure them.
Points to Consider
For more guidance on measuring student learning and best practices in adapting measurement tools to your contexts, check out the Portal page on Monitoring and Evaluation. You can also contact Alvin Vista (Knowledge Lead, Student Outcomes) and Robbie Dean (Director of Research) for specific questions.