Self-Regulation Questionnaire

What is self-regulation?

Self-regulation is a dynamic process that allows individuals to take action to move forward to their desired goals whilst monitoring their progress (Inzlicht et al., 2021). As an example, a student may create an end goal of being prepared for their exams. They may set a study schedule to support them, whilst resisting the temptation to do other recreational activities such as watching television. In this example, the individual is self-regulating by doing their study activities in order to achieve desired future outcomes as well as generalized self-regulation skills. This can also support other school related behaviors and support their future goals.

Baumeister and Vohs (2004) suggests that self-regulation skills play a more important role in an individual's life now than they did in the past. Today, we are constantly faced with more choices that allow individuals to

There may be various negative consequences of having poor self-regulation skills. Here are a few common issues and particular behavior that individuals who have negative relationship self-regulation skills may demonstrate:

• Acting on impulse behavior
• Difficulty managing stress
• Emotional unease
• Poor decision-making
• Academic struggles
• Hardship within interpersonal relationships

What is the Self-Regulation Questionnaire?

The Self-Regulation Questionnaire (SRQ) is a self-report questionnaire that is designed to support an understanding of the current self-regulation capacity an individual has. More specifically, the SRQ can measure the individual's ability to manage thoughts, feelings and behaviors when on a journey to obtain a long-term goal (Carey et al., 2004). Developed by Brown et. al in 1999, the SRQ encompasses 63 items that are generalized self-regulation statements that an individual rates on a Likert scale from 1 to 5.  

Items were created to represent each of the seven sub-processes in Miller and Brown’s (1991) seven-step model of self-regulation, resulting in seven rationally-derived subscales for the Self-Regulation Questionnaire. According to this model, behavioral self-regulation can fail or experience deficits at any of these seven steps:

1. Receiving relevant information
2. Evaluating this information and comparing it to established norms
3. Triggering a change
4. Searching for alternative options
5. Formulating a plan
6. Implementing the plan
7. Assessing the plan's effectiveness (which then cycles back to steps 1 and 2)

There is also a short version of the SRQ called Short Self-Regulation Questionnaire developed by Carey, Neal and Collins (2004) with 31 items, focusing on impulse control and goal-setting.

The results from a study conducted by Carey et al., (2004) demonstrate that the 63-item SRQ is a valuable tool that is reliable and valid for young adults. The SRQ has also been translated into several languages to be used globally. A study conducted by Vaculíková et al., (2022) found through a principal factor analysis that this questionnaire has a high internal consistency.

How to conduct the Self-Regulation Questionnaire?

Understanding how this Self-Regulation Questionnaire works is essential for correct administration and possible recommendations for patients. This questionnaire can support the overall well being of a client and support them in making future changes. The following SRQ has been adapted from the 63-item SDQ to provide a shorter and more convenient tool for practitioners to utilize in their clinic and sessions.

Step 1: Download the template

You can access and download this template through the Carepatron app. Simply click "Use template". From here, you can decide how to best use this template in your clinic. You may decide to use this template as a physical copy, or as an online document.

Step 2: Utilize the Self-Regulation Questionnaire

You can utilize this SRQ how you see fit within your clinic. You may choose to implement it as a part of a different therapy in order to understand their strengths and weaknesses. You may also use this questionnaire to support other clinical assessments that you see fit.

Step 3: Interpret the results

Use the guide incorporated to support your scoring of the SRQ. Add the selected scores the client has input and add them together to get the total self-regulation score for your client.

Step 4: Discuss with your client

Finally, discuss the results with your client. You may wish to discuss the overall score, or you may wish to focus on areas of improvement. Remember this is not a standardized test, so any recommendations you make will need to consider this.

Scoring and interpretation

Once the client has completed the questionnaire, as the practitioner it is your duty to carefully score the SRQ. The questionnaire allows individuals to score the provided statements on a Likert scale as follows:

• 1 = Strongly disagree
• 2 = Disagree
• 3 = Uncertain or unsure
• 4 = Agree
• 5 = Strongly agree

Items 1, 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, 63 are also reverse scored. Scores are interpretated as follow:

• > 239: High (intact) self-regulation capacity (top quartile)
• 214-238: Intermediate (moderate) self-regulation capacity (middle quartiles)
• < 213: Low (impaired) self-regulation capacity (bottom quartile)

Next steps

Individuals who undertake an SRQ can work with their practitioner to understand their scores and set goals. An individual who scores moderately might be able to identify where their weaknesses are and set goals to improve them. Individuals who score lower may want to collaborate with practitioners to designed SMART Goals that allow them to more closely monitor their progress.

As the practitioner, you may wish to share your recommendations or simply use this questionnaire as support for other assessments. It's important to remember that this SRQ is not a replacement for clinical diagnostic assessments and should not be used to make clinical judgements or decisions.

References

Baumeister, R. F., & Vohs, K. D. (2004). Self-regulation. Character Strengths and Virtues: A Handbook and Classification, 499–516.

Brown‚ J. M.‚ Miller‚ W. R.‚ & Lawendowski‚ L. A. (1999). The Self-Regulation Questionnaire. 

Miller, W. R., & Brown, J. M. (1991). Self-regulation as a conceptual basis for the prevention and treatment of addictive behaviours. In N. Heather, W. R. Miller & J. Greeley (Eds.), Self-control and the addictive behaviours (pp. 3-79). Sydney: Maxwell Macmillan Publishing Australia

In L. VandeCreek & T. L. Jackson (Eds.)‚ Innovations in clinical practice: A source book (Vol. 17‚ pp. 281-289). Sarasota‚ FL: Professional Resource Press.

Carey, K. B., Neal, D. J., & Collins, S. E. (2004). A psychometric analysis of the Self-Regulation Questionnaire. Addictive Behaviors, 29(2), 253–260. https://doi.org/10.1016/j.addbeh.2003.08.001

Inzlicht, M., Werner, K., Briskin, J., & Roberts, B. (2021). Annual Review of Psychology Integrating Models of Self-Regulation.

Vaculíková, J., Kočvarová, I., Kalenda, J., Neupauer, Z., Vukčević, M. C., & Włoch, A. (2022). Factor structure of the Self-Regulation Questionnaire among adult learners from Poland, Serbia, Slovakia, and the Czech Republic. Psicologia: Reflexão E Crítica, 35(1). https://doi.org/10.1186/s41155-022-00241-z