Regulatory Mode Questionnaire

Abstract

The Regulatory Mode Questionnaire (RMQ) is a widely used psychological construct designed to assess individual differences in chronic self-regulatory orientations, specifically focusing on the two distinct modes of locomotion and assessment. Developed by Kruglanski, Thompson, Higgins, and colleagues in 2000, the RMQ measures how individuals approach goal pursuit. The Regulatory Mode Theory posits that while both modes are necessary for effective self-regulation, individuals tend to favor one mode consistently across situations. This instrument provides researchers with a quantifiable measure of these fundamental motivational differences.

Keywords

Regulatory Mode, Locomotion, Assessment, Self-regulation, Motivation, Individual Differences, Personality, Goal Pursuit, Social Psychology

Authors

A. W. Kruglanski, E. P. Thompson, E. T. Higgins, M. N. Atash, A. Pierro, J. Y. Shah, S. Spiegel

Purpose

The primary purpose of the Regulatory Mode Questionnaire is to quantify the extent to which an individual chronically adopts a Locomotion orientation versus an Assessment orientation. Locomotion orientation relates to the tendency to initiate and maintain movement toward goals without distraction, focusing on “just doing it.” Assessment orientation, conversely, involves the critical evaluation of goals, means, and alternative options, focusing on “doing the right thing.”

By measuring these two independent dimensions, the RMQ allows researchers to predict behavioral outcomes, decision-making styles, and motivational preferences across various contexts, including work, academics, and interpersonal relationships. The scale helps elucidate the underlying mechanisms through which different motivational styles influence performance and well-being.

Construct

The RMQ operationalizes the core concepts of Regulatory Mode Theory, a framework within the broader field of self-regulation. This theory differentiates two fundamental needs or imperatives that guide goal pursuit:

• Locomotion: This refers to the motivational orientation concerned with movement from state to state, initiating action, and maintaining momentum. High locomotion individuals are action-oriented, focused on efficiency, and dislike delays or stagnation.
• Assessment: This refers to the motivational orientation concerned with critical evaluation, comparison, and establishing the “best” choice or outcome. High assessment individuals are concerned with accuracy, correctness, and tend to evaluate performance (their own and others’) against standards and alternatives.

These two modes are conceptualized as orthogonal, meaning an individual can be high in both, low in both, or high in one and low in the other, leading to four distinct behavioral profiles.

Validity

The validity of the Regulatory Mode Questionnaire has been established through several studies demonstrating its discriminant and convergent validity. The scale successfully differentiates locomotion and assessment tendencies from other related, but distinct, constructs such as Regulatory Focus (promotion vs. prevention) and need for cognition.

Construct validity is supported by evidence showing that the two subscales predict theoretically relevant behavioral outcomes. For instance, high locomotion is associated with quicker task initiation and persistence, while high assessment is linked to more thorough preparation, planning, and sensitivity to feedback and criticism. Further research has consistently confirmed the orthogonality of the two primary factors, reinforcing the theoretical basis of the scale.

Reliability

Internal consistency reliability, typically measured using Cronbach’s alpha, indicates that the RMQ possesses good reliability for both subscales in the original development sample. The source material provides the following coefficients:

• The internal consistency for the Locomotion scale was reported as .80.
• The internal consistency for the Assessment scale was reported as .79.

These values demonstrate that the items within each subscale consistently measure the intended underlying construct. Subsequent replications across different populations and cultural contexts have generally supported these reliability estimates, confirming the scale’s stability and consistency.

Factor Analysis

The Regulatory Mode Questionnaire is structured around a two-factor model corresponding to the Locomotion and Assessment modes. Initial factor analysis, likely using principal components analysis or confirmatory factor analysis (CFA) during the scale development process, confirmed that the items load distinctly onto these two independent factors.

Specifically, the 30-item scale is divided into three distinct sets of items: 12 items loading onto the Assessment factor, 12 items loading onto the Locomotion factor, and 6 items serving as ‘Lie’ or validity checks, designed to identify socially desirable responding. The successful isolation of the Locomotion and Assessment factors supports the theoretical premise that these are distinct self-regulatory imperatives.

Instrument

Test Type: Self-report personality questionnaire

Format: 30 items responded to on a 6-point Likert scale.

Language Available: Primarily English, with translations available in numerous languages for cross-cultural research.

Population Group: Adults and university students.

Age Group: Typically 18 years and older.

Population Details: The scale is designed to measure chronic individual differences in motivational orientation, applicable to the general adult population, though often validated initially on college samples.

Test Methodology: Respondents indicate their level of agreement with each statement using the following 6-point scale:

1. strongly disagree
2. moderately disagree
3. slightly disagree
4. slightly agree
5. moderately agree
6. strongly agree

Scoring involves summing or averaging the scores for the 12 Locomotion items and the 12 Assessment items, accounting for reversed items (R). The 6 Lie items are typically analyzed separately to assess response bias.

Keywords

Regulatory Mode Questionnaire, Locomotion, Assessment, Motivational Psychology, Reliability, Factor Analysis, Kruglanski, Higgins, Self-regulatory Imperatives

Authors

Author ORCID Identifier: Not specified in source data. Available via academic profiles (e.g., E. Tory Higgins is affiliated with Columbia University).

Affiliation Email addresses: Not specified in source data. Contact E. Tory Higgins’ lab at Columbia University for official inquiries.

Correspondence Address: Correspondence is typically directed to the lead authors at their affiliated institutions (e.g., A. W. Kruglanski or E. T. Higgins).

Permissions & Fee and Test Year

The Regulatory Mode Questionnaire is generally considered an academic instrument available for non-commercial research use. It was initially published in 2000. The instrument is available online, suggesting that it is often provided free of charge for research purposes, though formal permissions should be sought from the primary authors or their affiliated universities before large-scale administration. The instrument is available online at: http://www.columbia.edu/cu/psychology/higgins/measures.html

Reference’s

• Kruglanski‚ A. W.‚ Thompson‚ E. P.‚ Higgins‚ E. T.‚ Atash‚ M. N.‚ Pierro‚ A.‚ Shah‚ J. Y.‚ Spiegel‚ S. (2000). To "do the right thing" or to "just do it": Locomotion and assessment as distinct self-regulatory imperatives. Journal of Personality & Social Psychology‚ 79‚ 793-815.

Items of the Regulatory Mode Questionnaire

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

The 30 items are scored on a 6-point Likert scale (1 = strongly disagree to 6 = strongly agree). Items are assigned to the subscales as follows:

• Assessment scale items (12): (2R‚ 6‚ 7‚ 9‚ 10R‚ 11‚ 15‚ 19‚ 20‚ 22‚ 27R‚ and 30R.)
• Locomotion scale items (12): (1‚ 3‚ 4‚ 5‚ 8‚ 13R‚ 16‚ 21‚ 24R‚ 25‚ 28‚ and 29)
• Lie items (6): (12‚ 14‚ 17‚ 18‚ 23‚ and 26)

Note: (R) indicates a reversed-scored item.

1. I don’t mind doing things even if they involve extra effort.
2. I never evaluate my social interactions with others after they occur.
3. I am a “workaholic.”
4. I feel excited just before I am about to reach a goal.
5. I enjoy actively doing things‚ more than just watching and observing.
6. I spend a great deal of time taking inventory of my positive and negative ch‎aracteristics.
7. I like evaluating other people’s plans.
8. I am a “doer.”
9. I often compare myself with other people.
10. I don’t spend much time thinking about ways others could improve themselves.
11. I often critique work done by myself and others.
12. I believe one should never engage in leisure activities.
13. When I finish one project‚ I often wait awhile before getting started on a new one.
14. I have never been late for work or for an appointment.
15. I often feel that I am being evaluated by others.
16. When I decide to do something‚ I can’t wait to get started.
17. I always make the right decision.
18. I never find faults with someone I like.
19. I am a critical person.
20. I am very self-critical and self-conscious about what I am saying.
21. By the time I accomplish a task‚ I already have the next one in mind.
22. I often think that other people’s choices and decisions are wrong.
23. I have never hurt another person’s feelings.
24. I am a “low energy” person.
25. Most of the time my thoughts are occupied with the task that I wish to accomplish.
26. I feel that there is no such thing as an honest mistake.
27. I rarely analyze the conversations I have had with others after they occur.
28. When I get started on something‚ I usually persevere until I finish.
29. I am a “go-getter.”
30. When I meet a new person I usually evaluate how well he or she is doing on various dimensions (e.g.‚ looks‚ achievements‚ social status‚ clothes).