The Self-Regulation Questionnaires

Abstract

The Self-Regulation Questionnaires (SRQ-A, Academic version) is a psychological instrument designed to assess the reasons why children engage in academic behaviors, particularly school work. Developed primarily for students in late elementary and middle school (ages 8 and older), the SRQ-A is rooted in Self-Determination Theory (SDT) and measures four distinct regulatory styles that motivate learning: external regulation, introjected regulation, identified regulation, and intrinsic motivation. It exists in two primary versions: a standard format used widely in research, and an adapted version specifically tailored for students with Learning Disabilities (LD).

Due to the younger target demographic, the SRQ-A utilizes a simplified 4-point response scale rather than the 7-point scale used in comparable adult instruments, such as the Learning Self-Regulation Questionnaire. The instrument is designed for easy administration, typically requiring children to circle responses directly on the questionnaire rather than using a separate answer sheet.

Keywords

Self-Regulation, Academic Motivation, Self-Determination Theory, Extrinsic Motivation, Intrinsic Motivation, Educational Psychology, Student Assessment, Elementary School, Middle School, Learning Disabilities.

Authors

Richard M. Ryan, James P. Connell, Edward L. Deci, R. Hodges, L. Pierson, J. Tomassone

[quads id=5]

Purpose

The primary purpose of the SRQ-A is to examine the motivational and self-regulatory styles underlying children’s engagement in school-related activities, such as completing homework, working on classwork, and trying to answer difficult questions. The scale is intended to determine the degree of internalization of academic motivation, ranging from highly controlled motivation (e.g., avoiding punishment) to autonomous motivation (e.g., intrinsic interest).

By assessing the perceived locus of causality, the SRQ-A helps researchers and educators understand which motivational drivers are most salient for a student. This differential assessment is crucial, as studies based on Self-Determination Theory suggest that motivation stemming from internalized or intrinsic sources leads to better sustained performance and psychological well-being than motivation based purely on external pressures.

Construct

The SRQ-A is theoretically grounded in the continuum of internalization derived from Self-Determination Theory (SDT). It measures four distinct subscales representing points along this continuum, from least autonomous to most autonomous regulation:

• External Regulation: This is the least autonomous form of motivation, where behavior is controlled by external contingencies, such as tangible rewards or the avoidance of punishment or negative evaluation (e.g., “Because I’ll get in trouble if I don’t”).
• Introjected Regulation: A partially internalized form of regulation driven by internal pressures, such as avoiding feelings of guilt or shame, or maintaining self-esteem and ego involvement (e.g., “Because I will feel bad about myself if I don’t do it”).
• Identified Regulation: This style represents conscious valuing of a behavioral goal or activity. The student performs the activity because they personally value the importance or utility of the outcome, even if the activity itself is not inherently enjoyable (e.g., “Because I want to understand the subject”).
• Intrinsic Motivation: The most autonomous form of regulation, where the student engages in the academic activity purely for the inherent pleasure, satisfaction, or interest derived from the activity itself (e.g., “Because it’s fun” or “Because I enjoy doing my homework”).

Validity

The initial validation of the standard version of the SRQ-A was presented in the seminal work by Ryan and Connell (1989). This validation confirmed the scale’s ability to reliably measure and differentiate the four hypothesized self-regulatory styles within the academic context, linking these styles to differential academic outcomes.

A second version of the SRQ-A was developed and validated in a study by Deci, Hodges, Pierson, & Tomassone (1992) for students with Learning Disabilities (LD). This modification was necessary because the standard format proved overly difficult for reliable use with this population. The adapted version maintained conceptual validity by targeting the same regulatory styles but simplified the format to enhance comprehension and accessibility for students with cognitive challenges.

Reliability

The developers explicitly increased the number of items on the SRQ-A for children compared to the adult Learning Self-Regulation Questionnaire to ensure good internal consistency and scale reliability among the younger population. This enhancement accounts for potential variability in responses among elementary and middle school students (ages 8 and up). While specific reliability coefficients (e.g., Cronbach’s alpha) are detailed in the primary validation articles (Ryan & Connell, 1989; Deci et al., 1992), the design choice of increasing item count was a deliberate structural measure taken to optimize reliability.

Factor Analysis

The SRQ-A is constructed based on a four-factor structure reflecting the motivational continuum stipulated by Self-Determination Theory (SDT). Empirical studies utilizing the SRQ-A typically employ factor analytic techniques to confirm that the items load onto the four intended subscales: External Regulation, Introjected Regulation, Identified Regulation, and Intrinsic Motivation. This factor structure confirms that the scale successfully captures the hypothesized distinct levels of autonomous functioning within the academic domain.

Instrument

Test Type: Self-report psychological scale; Academic Motivation Assessment

Format (Standard Version): 4-point Likert-type scale. Responses are “Very True” (4), “Sort of True” (3), “Not Very True” (2), and “Not at All True” (1). The “Very True” response is presented first, which differs from the adult format. The standard version asks four central questions about academic behavior, each followed by multiple items representing the four regulatory styles.

Format (LD Version): 4-point Likert-type scale with simplified wording: “Always” (4), “Most of the Time” (3), “Sometimes” (2), and “Never” (1). In this version, every item is formulated as a separate question for ease of comprehension.

Language Available: English (A variant has also been used in Japan, as reported in Hayamizu, 1997, and Yamauchi & Tanaka, 1998).

Population Group: School Children (Students)

Age Group: Late Elementary and Middle School (approximately 8 years of age and older)

Population Details: General population students, with a specific adapted version available for students diagnosed with Learning Disabilities (LD).

Test Methodology: Group administration is common, with students circling responses directly on the questionnaire. Higher scores indicate a higher level of endorsement for the specific regulatory style being measured by that subscale.

Keywords

Intrinsic Motivation, Extrinsic Regulation, Academic Self-Regulation, Elementary Education, Middle School Motivation, Deci, Ryan, SDT, Educational Assessment, Psychological Scale.

[quads id=5]

Authors

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

Affiliation Email addresses: N/A (Information not provided in source. General inquiries often directed to Self-Determination Theory website.)

Correspondence Address: N/A (Information not provided in source.)

Permissions & Fee and Test Year

The original SRQ-A (standard version) was validated in 1989 (Ryan & Connell). The adapted LD version was published in 1992 (Deci et al.). Permissions for use are typically granted by the primary investigators, often available via resources linked to the Self-Determination Theory framework. Researchers are generally encouraged to contact the authors for information regarding use in new studies.

Reference’s

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.

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.

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.

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.

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.

[quads id=5]

Items of the The Self-Regulation Questionnaires

The Scale (standard version)

WHY I DO THINGS

Name: ________________________________________

Age: ___________

Grade: _____________

( ) Boy or Girl ( )

Teacher: ________________

[quads id=5]

A. Why do I do my homework?

1. Because I want the teacher to think I’m a good student.

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

3. Because it’s fun.

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

5. Because I want to understand the subject.

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

[quads id=5]

7. Because I enjoy doing my homework.

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

B. Why do I work on my classwork?

9. So that the teacher won’t yell at me.

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

11. Because I want to learn new things.

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

[quads id=5]

13. Because it’s fun.

14. Because that’s the rule.

15. Because I enjoy doing my classwork.

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

C. Why do I try to answer hard questions in class?

17. Because I want the other students to think I’m smart.

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

[quads id=5]

19. Because I enjoy answering hard questions.

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

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

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

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

[quads id=5]

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

D. Why do I try to do well in school?

25. Because that’s what I’m supposed to do.

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

27. Because I enjoy doing my school work well.

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

[quads id=5]

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

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

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

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

The Scale (version for students with LD)

Why I Do Things

Name

Age

Boy or Girl (circle one)

Teacher

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

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

[quads id=5]

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

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

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

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

7. I enjoy doing my classwork.

[quads id=5]

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

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

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

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

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

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

[quads id=5]

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

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

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

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