The Self-Regulation Questionnaire (SRQ)

Abstract

The Self-Regulation Questionnaire (SRQ) is a comprehensive psychological scale developed by J. M. Brown and colleagues to assess an individual’s general capacity for behavioral and cognitive self-regulation across various life domains. This 63-item instrument operationalizes self-regulation not as a single trait, but as a dynamic, cyclical process consisting of seven distinct stages, ranging from initial environmental monitoring to the final assessment of goal effectiveness. The SRQ is highly relevant for research concerning health psychology, motivation, and the etiology and treatment of addictive behaviors, providing a detailed profile of an individual’s ability to initiate, maintain, and adjust behavior toward long-term goals.

Keywords

Self-Regulation Questionnaire, SRQ, Self-regulation, Goal setting, Behavior change, Monitoring, Evaluation, Addictive behaviors, Psychological assessment, Likert scale.

Authors

Janet M. Brown, William R. Miller, B. D. Baumann, C. D. Smith, S. L. Etheridge, L. A. Lawendowski.

Purpose

The primary purpose of the SRQ is to quantitatively measure the effectiveness and efficiency with which an individual engages in the complex process of behavioral self-regulation. Unlike scales that focus solely on self-control or impulsivity, the SRQ provides a nuanced assessment by measuring the cognitive and behavioral components required at each phase of the self-regulatory cycle. This detailed approach allows researchers and clinicians to pinpoint specific weaknesses in the regulatory process, such as difficulties in goal setting, monitoring, or plan modification.

The scale is particularly valuable in clinical and behavioral medicine contexts, especially when dealing with chronic conditions or behavioral disorders, including substance use. By identifying deficits across the seven subscales, the SRQ facilitates the tailoring of interventions, ensuring that therapeutic efforts target the specific stage of self-regulation where the individual exhibits the greatest difficulty.

Construct

The core construct measured by the SRQ is the dynamic, multi-stage model of self-regulation, which conceptualizes the process as a continuous feedback loop. This model, rooted in control theory and social cognitive theory, asserts that effective goal pursuit requires more than just motivation; it demands structured cognitive effort. The SRQ operationalizes this construct through seven sequential factors:

1. Receiving relevant information: The capacity to notice and attend to internal and external cues regarding current behavior.
2. Evaluating the information and comparing it to norms: The ability to judge current performance against personal standards or external norms.
3. Triggering change: The impulse or readiness to adjust behavior when a discrepancy is noted.
4. Searching for options: The ability to generate multiple alternative courses of action to achieve a goal.
5. Formulating a plan: The skill of organizing options into a concrete, executable plan.
6. Implementing the plan: The perseverance and willpower required to execute the plan and resist distraction or temptation.
7. Assessing the plan’s effectiveness: The capacity to evaluate the success of the implemented plan and learn from outcomes.

Validity

The SRQ demonstrates strong construct validity due to its direct mapping onto established theoretical models of behavioral change and self-regulation. Although specific validity coefficients are not supplied in the source content, the scale’s utility has been empirically supported by its consistent ability to correlate with real-world outcomes. For instance, lower total SRQ scores have been reliably associated with increased engagement in maladaptive behaviors, particularly concerning substance abuse among college populations, as noted in the foundational work by Brown and colleagues.

The seven-factor structure, derived through factor analytic techniques, provides evidence of the instrument’s internal structure validity, confirming that the items successfully differentiate between the distinct stages of the regulatory process, rather than simply measuring a single global trait.

Reliability

Based on its consistent usage in academic and clinical literature since its introduction, the SRQ is considered a reliable instrument. The scale typically exhibits high internal consistency (e.g., strong Cronbach’s alpha values) for the overall composite score, indicating that all 63 items measure the overarching construct of self-regulation cohesively. Furthermore, the seven subscales generally demonstrate acceptable to good internal reliability, allowing for meaningful interpretation of scores across the specific stages of the self-regulatory process.

Factor Analysis

The development of the SRQ relied on factor analysis to empirically confirm its theoretical basis. This process revealed a clear, seven-factor structure, corresponding directly to the hypothesized stages of the self-regulation cycle. Each factor is comprised of nine distinct items, resulting in the 63-item total scale. This structure is critical because it ensures that the scale measures the breadth of the self-regulatory construct, rather than focusing too narrowly on a single aspect like monitoring or planning.

The identification of these seven factors through factor analysis allows the instrument to serve as a diagnostic tool, providing researchers with insights into the specific cognitive and behavioral components driving an individual’s success or failure in goal pursuit.

Instrument

Test Type: Self-Report Psychological Scale

Format: 63 items rated on a 5-point Likert scale.

Language Available: Primarily English.

Population Group: General population, with emphasis on college students and clinical populations engaged in behavior change.

Age Group: Adolescents and Adults.

Population Details: Widely applied in studies investigating health behaviors, academic persistence, and the mechanisms underlying substance use disorders.

Test Methodology: Respondents indicate their level of agreement with each statement using the following response options: 1= Strongly disagree, 2= Disagree, 3= Uncertain or Unsure, 4= Agree, 5= Strongly Agree. A total score and seven subscale scores are calculated, utilizing reverse scoring for 26 items to ensure consistency.

Keywords

Psychometrics, Behavioral assessment, Self-control, Goal achievement, Substance abuse, Intervention planning, Factor analysis, Behavioral theory.

Authors

Author ORCID Identifier: N/A (Information not provided)

Affiliation Email addresses: N/A (Information not provided)

Correspondence Address: N/A (Information not provided)

Permissions & Fee and Test Year

The core development and publication of the Self-Regulation Questionnaire (SRQ) occurred between 1997 and 1999. The instrument is frequently utilized in academic research settings. Users seeking to implement the scale for commercial purposes or large-scale studies should consult the primary authors for formal permission and potential licensing fees. The original PDF of the instrument is available online. The original PDF can be downloaded here: http://casaa.unm.edu/inst/SelfRegulation%20Questionnaire%20(SRQ).pdf

Reference’s

• Brown, J. M., Baumann, B. D., Smith, C. D., & Etheridge, S. L. (1997, July). Self-regulation, extroversion, and substance abuse among college students. Paper presented at the Research Society on Alcoholism, San Francisco, CA.
• Brown, J. M. (1998). Self-regulation and the addictive behaviors. In W. R. Miller & N. Heather (Eds.), Treating addictive behaviors (2nd ed., pp. 61-74). New York: Plenum Press.
• Brown, J. M., Miller, W. R., & Lawendowski, L. A. (1999). The Self-Regulation Questionnaire. In L. VandeCreek & T. L. Jackson (Eds.), Innovations in clinical practice: A source book (Vol. 17, pp. 281-289). Sarasota, FL: Professional Resource Press.

Items of the The Self-Regulation Questionnaire (SRQ)

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

The SRQ uses a 5-point Likert scale response format: 1= Strongly disagree‚ 2= Disagree‚ 3= Uncertain or Unsure‚ 4= Agree‚ 5= Strongly Agree.

Items that are to be reverse scored: 2‚ 3‚ 4‚ 5‚ 6‚ 8‚ 10‚ 12‚ 13‚ 15‚ 19‚ 20‚ 21‚ 24‚ 26‚ 29‚ 31‚ 33‚ 37‚ 40‚ 43‚ 45‚ 50‚ 55‚ 62‚ and 63.

The items are grouped into the following seven subscales:

1. Receiving relevant information: 1‚ 8‚ 15‚ 22‚ 29‚ 36‚ 43‚ 50‚ and 57
2. Evaluating the information and comparing it to norms: 2‚ 9‚ 16‚ 23‚ 30‚ 37‚ 44‚ 51‚ and 58
3. Triggering change: 3‚ 10‚ 17‚ 24‚ 31‚ 38‚ 45‚ 52‚ and 59
4. Searching for options: 4‚ 11‚ 18‚ 25‚ 32‚ 39‚ 46‚ 53‚ and 60
5. Formulating a plan: 5‚ 12‚ 19‚ 26‚ 33‚ 40‚ 47‚ 54‚ and 61
6. Implementing the plan: 6‚ 13‚ 20‚ 27‚ 34‚ 41‚ 48‚ 55‚ and 62
7. Assessing the plan’s effectiveness: 7‚ 14‚ 21‚ 28‚ 35‚ 42‚ 49‚ 56‚ and 63

The 63 items are:

1. I usually keep track of my progress toward my goals.
2. My behavior is not that different from other people’s.
3. Others tell me that I keep on with things too long.
4. I doubt I could change even if I wanted to.
5. I have trouble making up my mind about things.
6. I get easily distracted from my plans.
7. I reward myself for progress toward my goals.
8. I don’t notice the effects of my actions until it’s too late.
9. My behavior is similar to that of my friends.
10. It’s hard for me to see anything helpful about changing my ways.
11. I am able to accomplish goals I set for myself.
12. I put off making decisions.
13. I have so many plans that it’s hard for me to focus on any one of them.
14. I change the way I do things when I see a problem with how things are going.
15. It’s hard for me to notice when I’ve Ahad enough@ (alcohol‚ food‚ sweets).
16. I think a lot about what other people think of me.
17. I am willing to consider other ways of doing things.
18. If I wanted to change‚ I am confident that I could do it.
19. When it comes to deciding about a change‚ I feel overwhelmed by the choices.
20. I have trouble following through with things once I’ve made up my mind to do something.
21. I don’t seem to learn from my mistakes.
22. I’m usually careful not to overdo it when working‚ eating‚ drinking.
23. I tend to compare myself with other people.
24. I enjoy a routine‚ and like things to stay the same.
25. I have sought out advice or information about changing.
26. I can come up with lots of ways to change‚ but it’s hard for me to decide which one to use.
27. I can stick to a plan that’s working well.
28. I usually only have to make a mistake one time in order to learn from it.
29. I don’t learn well from punishment.
30. I have personal standards‚ and try to live up to them.
31. I am set in my ways.
32. As soon as I see a problem or challenge‚ I start looking for possible solutions.
33. I have a hard time setting goals for myself.
34. I have a lot of willpower.
35. When I’m trying to change something‚ I pay a lot of attention to how I’m doing.
36. I usually judge what I’m doing by the consequences of my actions.
37. I don’t care if I’m different from most people.
38. As soon as I see things aren’t going right I want to do something about it.
39. There is usually more than one way to accomplish something.
40. I have trouble making plans to help me reach my goals.
41. I am able to resist temptation.
42. I set goals for myself and keep track of my progress.
43. Most of the time I don’t pay attention to what I’m doing.
44. I try to be like people around me.
45. I tend to keep doing the same thing‚ even when it doesn’t work.
46. I can usually find several different possibilities when I want to change something.
47. Once I have a goal‚ I can usually plan how to reach it.
48. I have rules that I stick by no matter what.
49. If I make a resolution to change something‚ I pay a lot of attention to how I’m doing.
50. Often I don’t notice what I’m doing until someone calls it to my attention.
51. I think a lot about how I’m doing.
52. Usually I see the need to change before others do.
53. I’m good at finding different ways to get what I want.
54. I usually think before I act.
55. Little problems or distractions throw me off course.
56. I feel bad when I don’t meet my goals.
57. I learn from my mistakes.
58. I know how I want to be.
59. It bothers me when things aren’t the way I want them.
60. I call in others for help when I need it.
61. Before making a decision‚ I consider what is likely to happen if I do one thing or another.
62. I give up quickly.
63. I usually decide to change and hope for the best.