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Prosocial Self-Regulation Questionnaire SRQ-P

The Self-Regulation Questionnaires
Prosocial Self-Regulation Questionnaire (SRQ-P)
This questionnaire concerns the reasons why children engage in various prosocial behaviors. The scale was developed for children in late elementary and middle school and uses the same format as the Academic Self- Regulation Questionnaire (SRQ-A)‚ which is the other SRQ developed for children. As with the SRQ-A‚ the
responses on this SRQ-P are on a 4-point scale (rather than the 7-point scale used for adults)‚ and the very true response comes first for each item‚ so the scale is scored 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. This way‚ a higher score will indicate a
higher level of endorsement of that regulatory style. The SRQ-P uses three subscales: external regulation‚ introjected regulation‚ and identified regulation. Because these kinds of behaviors result from internalization rather than being done naturally‚ there is not an intrinsic motivation subscale to this questionnaire.
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.
Very true
Not very true
Sort of true
Not at all true
2. Because I’d feel like a bad person if I didn’t.
Very true
Not very true
Sort of true
Not at all true
3. Because my friends will get made at me if I don’t.
Very true
Not very true
Sort of true
Not at all true
4.
Because I think it’s important to keep promises.
Very true
Not very true
Sort of true
Not at all true
5. Because I don’t like breaking promises.
Very true
Not very true
Sort of true
Not at all true
Why do you not make fun of another child for making a mistake?
6. Because if I do‚ I’ll get in trouble.
Very true
Not very true
Sort of true
Not at all true
7. Because I think it’s important to be nice to others.
Very true
Not very true
Sort of true
Not at all true
8. Because I’d feel ashamed of myself after I did it.
Very true
Not very true
Sort of true
Not at all true
9. Because other kids won’t like me if I do that.
Very true
Not very true
Sort of true
Not at all true
10. Because I don’t like to be mean.
Very true
Not very true
Sort of true
Not at all true
Why don’t you hit someone when you’re mad at them?
11. Because I’ll get in trouble if I do.
Very true
Not very true
Sort of true
Not at all true
12. Because I want other kids to like me.
Very true
Not very true
Sort of true
Not at all true
13. Because I don’t like to hit others.
Very true
Not very true
Sort of true
Not at all true
14. Because I wouldn’t want to hurt someone.
Very true
Not very true
Sort of true
Not at all true
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.
Very true
Not very true
Sort of true
Not at all true
17.Because I’ll get in trouble if I don’t.
Very true
Not very true
Sort of true
Not at all true
18. Because I think it’s important to be a nice person.
Very true
Not very true
Sort of true
Not at all true
19. Because I will feel bad about myself if I don’t.
Very true
Not very true
Sort of true
Not at all true
20. Because I don’t like being mean.
Very true
Not very true
Sort of true
Not at all true
Why would you help someone who is in distress?
21. Because I think it’s important to give help when it’s needed.
Very true
Not very true
Sort of true
Not at all true
22. Because I could get in trouble if I didn’t.
Very true
Not very true
Sort of true
Not at all true
23. Because I’d feel bad about myself if I didn’t.
Very true
Not very true
Sort of true
Not at all true
24. Because I want people to like me.
Very true
Not very true
Sort of true
Not at all true
25. Because it is satisfying to help others.
Very true
Not very true
Sort of true
Not at all true
Validation Article
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.
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