Prosocial Self-Regulation Questionnaire (SRQ-P)

Abstract

The Prosocial Self-Regulation Questionnaire (SRQ-P) is a specialized psychological instrument designed to assess the quality of motivation underlying prosocial behaviors in children. Developed within the framework of Self-Determination Theory (SDT), the scale focuses on the degree to which children have internalized the regulation of these behaviors, rather than acting purely out of intrinsic enjoyment. It utilizes a modified 4-point Likert scale suitable for youth in late elementary and middle school, mirroring the structure of the Academic Self-Regulation Questionnaire (SRQ-A). The SRQ-P specifically measures three types of extrinsic regulation: external regulation, introjected regulation, and identified regulation.

Keywords

Prosocial behavior, Self-Regulation Questionnaire, SRQ-P, Self-Determination Theory, SDT, motivation, internalization, children, extrinsic motivation, identified regulation, introjected regulation, external regulation, psychological assessment.

Authors

Richard M. Ryan, James P. Connell

Purpose

The primary purpose of the Prosocial Self-Regulation Questionnaire (SRQ-P) is to investigate the motivational reasons, or regulatory styles, that prompt children to engage in positive, helpful, or non-aggressive prosocial behaviors. By assessing the perceived locus of causality for actions such as keeping promises or avoiding conflict, the scale helps researchers and practitioners understand the developmental process of internalization—how externally imposed values or behaviors become personally accepted and integrated.

This assessment is crucial for understanding social development, as it differentiates between behaviors performed solely to gain rewards or avoid punishment (controlled motivation) and those performed because the child personally values the outcome or the behavior itself (autonomous motivation). The scale is part of the broader Self-Regulation Questionnaires (SRQ) series, adapted specifically for measuring non-academic social domains in school-aged children.

Construct

The SRQ-P is theoretically grounded in Self-Determination Theory, specifically focusing on the continuum of extrinsic motivation. The scale measures how much a child’s motivation for prosocial actions aligns with three distinct regulatory styles:

• External Regulation: Behavior controlled by external rewards or punishments (e.g., doing something because a friend will like you, or to avoid trouble).

• Introjected Regulation: Behavior regulated by internal pressure, such as avoiding feelings of guilt or shame, or maintaining self-worth.

• Identified Regulation: Behavior performed because the individual consciously values the goal or the behavior itself, seeing it as personally important or consistent with their identity.

Notably, the SRQ-P does not include an intrinsic motivation subscale. This design choice reflects the understanding that core prosocial behaviors, such as keeping promises or refraining from aggression, often originate from the social internalization of norms and values rather than being naturally spontaneous or inherently enjoyable activities.

Validity

The validity of the SRQ-P is established through its alignment with the theoretical underpinnings of Self-Determination Theory and its established predecessor questionnaires. The foundational work by Ryan and Connell (1989) demonstrated that the distinct regulatory styles measured by the SRQ predict differential outcomes, offering strong construct validity. Specifically, more autonomous forms of regulation (such as identified regulation) are typically associated with higher quality behavioral persistence, better psychological adjustment, and more positive affective experiences regarding the behavior, whereas controlled forms (external and introjected regulation) predict more fragile or temporary compliance.

The structure, which mirrors the Academic Self-Regulation Questionnaire (SRQ-A), allows for comparative validation across different behavioral domains. The items are designed to clearly map onto the discrete motivational types, allowing researchers to confirm the hypothesized structure through statistical methods like factor analysis.

Reliability

Specific reliability coefficients for the SRQ-P subscales (external, introjected, and identified regulation) are generally reported in subsequent research utilizing the instrument, following the initial validation of the SRQ framework. Reliability is typically assessed via internal consistency measures, such as Cronbach’s alpha, which should demonstrate acceptable levels (typically above .70) for each of the measured subscales. The consistent four-point response format and clear item phrasing contribute to reliable measurement across the target age group.

Factor Analysis

Factor analysis of the SRQ-P typically confirms the three-factor structure corresponding to the three measured regulatory styles: external regulation, introjected regulation, and identified regulation. This structure aligns with the theoretical continuum of internalization proposed by Self-Determination Theory, supporting the instrument’s construct validity. Items expected to load on a specific subscale (e.g., items related to avoiding shame loading on introjected regulation) should demonstrate strong factor loadings, confirming that the scale successfully differentiates between these distinct qualities of motivation for prosocial acts.

Instrument

Test Type: Self-report questionnaire, Psychological scale

Format: The scale uses a 4-point Likert response format. The options are arranged such that the highest score reflects the highest level of endorsement for that regulatory style. The scoring is standardized as follows: 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.

Language Available: English (Original)

Population Group: Children and adolescents

Age Group: Late elementary school and middle school ages.

Population Details: The scale is optimized for youth who are developmentally capable of differentiating between various reasons for action, consistent with the ages typically covered by late elementary and middle school settings.

Test Methodology: Respondents are presented with specific prosocial or non-aggressive behaviors (e.g., “Why do you keep a promise to friends?”) followed by several potential reasons for that action, each corresponding to a different regulatory style (external, introjected, or identified). The child rates how true each reason is for them using the 4-point scale.

Keywords

Self-regulation, motivation measurement, prosocial development, internalization, extrinsic motivation, psychological research, child assessment, SRQ, R.M. Ryan, J.P. Connell.

Authors

Author ORCID Identifier: Information not provided in source content.

Affiliation Email addresses: Information not provided in source content.

Correspondence Address: Information not provided in source content.

Permissions & Fee and Test Year

The original framework for the Self-Regulation Questionnaires, from which the SRQ-P is derived, was validated in 1989. For current permission and usage fees, researchers are directed to the website associated with the scale’s theoretical foundation, Self-Determination Theory (SDT). Scales developed under the SDT framework are often available for non-commercial academic research use.

Reference’s

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. (Validation Article)

Additional resources and scale information can be found at the official SDT website: http://selfdeterminationtheory.org.

Items of the Prosocial Self-Regulation Questionnaire (SRQ-P)

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

The Self-Regulation Questionnaires

Prosocial Self-Regulation Questionnaire (SRQ-P)

The Scale

Why I Do Some Behaviors

These questions are about the reasons you do things. Different kids have different reasons.

We want to know how true each of these reasons is for you.

Why do you keep a promise to friends?

1. So my friends will like me.
2. Because I’d feel like a bad person if I didn’t.
3. Because my friends will get made at me if I don’t.
4. Because I think it’s important to keep promises.
5. Because I don’t like breaking promises.

Why do you not make fun of another child for making a mistake?

6. Because if I do‚ I’ll get in trouble.
7. Because I think it’s important to be nice to others.
8. Because I’d feel ashamed of myself after I did it.
9. Because other kids won’t like me if I do that.
10. Because I don’t like to be mean.

Why don’t you hit someone when you’re mad at them?

11. Because I’ll get in trouble if I do.
12. Because I want other kids to like me.
13. Because I don’t like to hit others.
14. Because I wouldn’t want to hurt someone.
15. Because I’d feel bad about myself if I did.

Why do you try to be nice to other kids?

16. Because if I don’t‚ other kids won’t like me.
17. Because I’ll get in trouble if I don’t.
18. Because I think it’s important to be a nice person.
19. Because I will feel bad about myself if I don’t.
20. Because I don’t like being mean.

Why would you help someone who is in distress?

21. Because I think it’s important to give help when it’s needed.
22. Because I could get in trouble if I didn’t.
23. Because I’d feel bad about myself if I didn’t.
24. Because I want people to like me.
25. Because it is satisfying to help others.