Instructions: Below is a collection of statements about your everyday experience. Using the 1-6 scale below‚ please indicate how frequently or infrequently you currently have each experience. Please answer according to what really reflects your experience rather than what you think your experience should be. Please treat each item separately from every other item.

To score the scale‚ simply compute a mean of the 15 items. Higher scores reflect higher levels of dispositional mindfulness.

Aspirations refer to people’s life goals‚ and SDT research on aspirations has focused on the relative strength of intrinsic aspirations (viz.‚ meaningful relationships‚ personal growth‚ and community contributions) versus extrinsic aspirations (viz.‚ wealth‚ fame‚ and image). Specifically‚ research has examined the antecedents‚ correlates‚ and consequences of placing strong relative importance on the extrinsic versus the intrinsic aspriations. Additional research has examined the consequences of actually attaining extrinsic versus intrinsic aspirations.

The Aspiration Index was developed to assess people’s aspirations. There are 7 categories of aspirations with five specific items within each category. The seven categories include: the extrinsic aspirations of wealth‚ fame‚ and image; the intrinsic aspirations of meaningful relationships‚ personal growth‚ and community contributions; and the aspiration of good health which turned out not to be clearly either extrinsic or intrinsic. Participants rate: (1) the importance to themselves of each aspiration‚ (2) their beliefs about the likelihood of attaining each‚ and (3) the degree to which they have already attained each. Various approaches to data analyses can be found in research articles such as Kasser and Ryan (1996).

Research has revealed that ha‎ving strong relative aspirations for extrinsic outcomes was negatively associated with mental health indicators; whereas‚ placing more importance on intrinsic aspirations was found to be positively associated with mental health indicators (Kasser & Ryan‚ 1993; 1996). Studies have also shown that‚ whereas self-reported attainment of intrinsic aspirations was positively associated with well-being‚ attainment of extrinsic aspirations was not (Kasser & Ryan‚ in press; Ryan‚ Chirkov‚ Little‚ Sheldon‚ Timoshina‚ & Deci‚ 1999). Further‚ Sheldon and Kasser (1998) found in a longitudinal study that well-being was enhanced by attainment of intrinsic goals‚ whereas success at extrinsic goals provided little benefit. Finally‚ initial evidence suggests that controlling‚ uninvolved parenting is associated with the development of strong relative extrinsic aspiration‚ whereas autonomy-supportive‚ involved parenting is associated with the development of stronger intrinsic aspirations (Kasser‚ Ryan‚ Sameroff‚ & Zax‚ 1995; Williams‚ Cox‚ Hedberg‚ & Deci‚ 2000). Chapters by Ryan‚ Sheldon‚ Kasser‚ & Deci (1996) and Kasser (in press) are excellent sources for reviews of this research area.

Kasser‚ T. (in press). Sketches for a self-determination theory of values. In E. L. Deci‚ & R. M. Ryan (Eds.)‚ Handbook of self-determination research. Rochester‚ NY: University of Rochester Press.

Kasser‚ T.‚ & Ryan‚ R. M. (1993). A dark side of the American dream: Correlates of financial success as a central life aspiration. Journal of Personality and Social Psychology‚ 65‚ 410-422.

Kasser‚ T.‚ & Ryan‚ R. M. (1996). Further examining the American dream: Differential correlates of intrinsic and extrinsic goals. Personality and Social Psychology Bulletin‚ 22‚ 280-287.

Kasser‚ T.‚ & Ryan‚ R. M. (2001). Be careful what you wish for: Optimal functioning and the relative attainment of intrinsic and extrinsic goals. In P. Schmuck & K. Sheldon (Eds.) Life goals and well-being. Gottingen: Hogrefe.

Kasser‚ T.‚ Ryan‚ R. M.‚ Zax‚ M.‚ & Sameroff‚ A. J. (1995). The relations of maternal and social environments to late adolescents’ materialistic and prosocial values. Developmental Psychology‚ 31‚ 907-914.

Ryan‚ R. M.‚ Chirkov‚ V. I.‚ Little‚ T. D.‚ Sheldon‚ K. M.‚ Timoshina‚ E.‚ & Deci‚ E. L. (1999). The American Dream in Russia: Extrinsic aspirations and well-being in two cultures. Personality and Social Psychology Bulletin‚ 25‚ 1509-1524.

Ryan‚ R. M.‚ Sheldon‚ K. M.‚ Kasser‚ T.‚ & Deci‚ E. L. (1996). All goals are not cr‎eated equal: An organismic perspective on the nature of goals and their regulation. In P. M. Gollwitzer & J. A. Bargh (Eds.)‚ The Psychology of Action: Linking Cognition and Motivation to Behavior (pp. 7-26). New York: Guilford.

Schmuck‚ P.‚ Kasser‚ T.‚ & Ryan‚ R. M. (2000). The relationship of well-being to intrinsic and extrinsic goals in Germany and the U.S. Social Indicators Research‚ 50‚ 225-241.

Sheldon‚ K. M.‚ & Kasser‚ T. (1998). Pursuing personal goals: Skills enable progress but not all progress is beneficial. Personality and Social Psychology Bulletin‚ 24‚ 1319-1331.

Williams‚ G. C.‚ Cox‚ E. M.‚ Hedberg‚ V.‚ & Deci‚ E. L. (2000). Extrinsic life goals and health risk behaviors in adolescents. Journal of Applied Social Psychology‚ 30‚ 1756-1771.

Aspirations

Everyone has long-term Goals or Aspirations. These are the things that individuals hope to accomplish over the course of their lives. In this section‚ you will find a number of life goals‚ presented one at a time‚ and we ask you three questions about each goal. (a) How important is this goal to you? (b) How likely is it that you will attain this goal in your future? and (c) How much have you already achieved this goal thus far? Please use the following scale in answering each of the three questions about each life goal.

Life-goal: To be a very wealthy person.

1. How important is this to you?

2. How likely is it that this will happen in your future?

3. How much have you already attained this goal?

Life-goal: To grow and learn new things.

4. How important is this to you?

5. How likely is it that this will happen in your future?

6. How much have you already attained this goal?

Life-goal: To have my name known by many people.

7. How important is this to you?

8. How likely is it that this will happen in your future?

9. How much have you already attained this goal?

Life-goal: To have good friends that I can count on.

10. How important is this to you?

11. How likely is it that this will happen in your future?

12. How much have you already attained this goal?

Life-goal: To successfully hide the signs of aging.

13. How important is this to you?

14. How likely is it that this will happen in your future?

15. How much have you already attained this goal?

Life-goal: To work for the betterment of society.

16. How important is this to you?

17. How likely is it that this will happen in your future?

18. How much have you already attained this goal?

Life-goal: To be physically healthy.

19. How important is this to you?

20. How likely is it that this will happen in your future?

21. How much have you already attained this goal?

Life-goal: To have many expensive possessions.

22. How important is this to you?

23. How likely is it that this will happen in your future?

24. How much have you already attained this goal?

Life-goal: At the end of my life‚ to be able to look back on my life as meaningful and complete.

25. How important is this to you?

26. How likely is it that this will happen in your future?

27. How much have you already attained this goal?

Life-goal: To be admired by many people.

28. How important is this to you?

29. How likely is it that this will happen in your future?

30. How much have you already attained this goal?

Life-goal: To share my life with someone I love.

31. How important is this to you?

32. How likely is it that this will happen in your future?

33. How much have you already attained this goal?

Life-goal: To have people comment often about how attractive I look.

34. How important is this to you?

35. How likely is it that this will happen in your future?

36. How much have you already attained this goal?

Life-goal: To assist people who need it‚ asking nothing in return.

37. How important is this to you?

38. How likely is it that this will happen in your future?

39. How much have you already attained this goal?

Life-goal: To feel good about my level of physical fitness.

40. How important is this to you?

41. How likely is it that this will happen in your future?

42. How much have you already attained this goal?

Life-goal: To be financially successful.

43. How important is this to you?

44. How likely is it that this will happen in your future?

45. How much is this satisfied currently?

Life-goal: To choose what I do‚ instead of being pushed along by life.

46. How important is this to you?

47. How likely is it that this will happen in your future?

48. How much is this satisfied currently?

Life-goal: To be famous.

49. How important is this to you?

50. How likely is it that this will happen in your future?

51. How much have you already attained this goal?

Life-goal: To have committed‚ intimate relationships.

52. How important is this to you?

53. How likely is it that this will happen in your future?

54. How much have you already attained this goal?

Life-goal: To keep up with fashions in hair and clothing.

55. How important is this to you?

56. How likely is it that this will happen in your future?

57. How much have you already attained this goal?

Life-goal: To work to make the world a better place.

58. How important is this to you?

59. How likely is it that this will happen in your future?

60. How much have you already attained this goal?

Life-goal: To keep myself healthy and well.

61. How important is this to you?

62. How likely is it that this will happen in your future?

63. How much have you already attained this goal?

Life-goal: To be rich.

64. How important is this to you?

65. How likely is it that this will happen in your future?

66. How much have you already attained this goal?

Life-goal: To know and accept who I really am.

67. How important is this to you?

68. How likely is it that this will happen in your future?

69. How much have you already attained this goal?

Life-goal: To have my name appear frequently in the media.

70. How important is this to you?

71. How likely is it that this will happen in your future?

72. How much have you already attained this goal?

Life-goal: To feel that there are people who really love me‚ and whom I love.

73. How important is this to you?

74. How likely is it that this will happen in your future?

75. How much have you already attained this goal?

Life-goal: To achieve the "look" I've been after.

76. How important is this to you?

77. How likely is it that this will happen in your future?

78. How much have you already attained this goal?

Life-goal: To help others improve their lives.

79. How important is this to you?

80. How likely is it that this will happen in your future?

81. How much have you already attained this goal?

Life-goal: To be relatively free from sickness.

82. How important is this to you?

83. How likely is it that this will happen in your future?

84. How much have you already attained this goal?

Life-goal: To have enough money to buy everything I want.

85. How important is this to you?

86. How likely is it that this will happen in your future?

87. How much have you already attained this goal?

Life-goal: To gain increasing insight into why I do the things I do.

88. How important is this to you?

89. How likely is it that this will happen in your future?

90. How much have you already attained this goal?

Life-goal: To be admired by lots of different people.

91. How important is this to you?

92. How likely is it that this will happen in your future?

93. How much have you already attained this goal?

Life-goal: To have deep enduring relationships.

94. How important is this to you?

95. How likely is it that this will happen in your future?

96. How much have you already attained this goal?

Life-goal: To have an image that others find appealing.

97. How important is this to you?

98. How likely is it that this will happen in your future?

99. How much have you already attained this goal?

Life-goal: To help people in need.

100. How important is this to you?

101. How likely is it that this will happen in your future?

102. How much have you already attained this goal?

Life-goal: To have a physically healthy life style.

103. How important is this to you?

104. How likely is it that this will happen in your future?

105. How much have you already attained this goal?

In most studies‚ only six of these seven aspiration categories have been used‚ health being the one that has typically not been used. The other six categories fall neatly into two factors: an extrinsic aspiration factor‚ including wealth‚ fame‚ and image; and an intrinsic aspiration factor‚ including personal growth‚ relationships‚ and community contribution. In some analyses‚ a extrinsic aspiration score is calculated by averaging the subscale scores for the three extrinsic aspirations and an intrinsic aspiration score is calculated by averaging the subscale scores for the three intrinsic aspirations. For more information on analyses with these scales see Kasser and Ryan (1996) and other articles that have used the scale (which are listed above as part of the scale description).

Kasser‚ T.‚ & Ryan‚ R. M. (1996). Further examining the American dream: Differential correlates of intrinsic and extrinsic goals. Personality and Social Psychology Bulletin‚ 22‚ 280-287.

Name: ________________________________

Teacher: _____________________________

Boy or Girl (circle one) Age: _________________________________

Things About My Parents

We are interested to know more about your mother and your father. First we will ask about your mother‚ and then we will ask about your father.

Each number is followed by four statements that describe four different types of parents. For some‚ there will be a description of four types of mothers‚ and for others there will be descriptions of four types of fathers. In either case‚ read the four statements about the four types of mothers or fathers‚ and decide which one is the best description of your own mother or father. Different people’s mothers and fathers are different‚ and we want to know about yours.

Now please think about your mother and compare her to these descriptions of people’s mothers. If you do not ever spend time with your mother but another woman lives in your household instead‚ please respond about that woman. So‚ begin with number 1‚ and read the four descriptions. If your mother is most like the mothers in

the first statement‚ then circle the letter a in front of that statement. If she is most like the mothers in the second statement‚ then circle the letter b in front of that statement. If she is most like the mothers in the third statement‚ then circle the letter c in front of that statement. If she is most like the mothers in the fourth statement‚ then circle the letter d in front of that statement.

1.

a. Some mothers never have enough time to talk to their children.

b. Some mothers usually don't have enough time to talk to their children.

c. Some mothers sometimes have enough time to talk to their children.

d. Some mothers always have enough time to talk to their children.

2.

a. Some mothers always explain to their children about the way they should behave.

b. Some mothers sometimes explain to their children about the way they should behave.

c. Some mothers sometimes make their children behave because they're the boss.

d. Some mothers always make their children behave because they're the boss.

3.

a. Some mothers always ask their children what they did in school that day.

b. Some mothers usually ask their children what they did in school that day.

c. Some mothers usually don't ask their children what they did in school that day.

d. Some mothers never ask their children what they did in school that day.

4.

a. Some mothers always get very upset if their children don't do what they're supposed to right away.

b. Some mothers sometimes get very upset if their children don't do what they're supposed to right away.

c. Some mothers sometimes try to understand why their children don't do what they're supposed to right away.

d. Some mothers always try to understand why their children don't do what they're supposed to right away.

5.

a. Some mothers always have the time to talk about their children's problem.

b. Some mothers sometimes have the time to talk about their children's problem.

c. Some mothers don't always have the time to talk about their children's problem.

d. Some mothers never have the time to talk about their children's problem.

6.

a. Some mothers never punish their children; they always talk to their children about what was wrong.

b. Some mothers hardly ever punish their children; they usually talk to their children about what was wrong.

c. Some mothers usually punish their children when they've done something wrong without talking to them very much.

d. Some mothers always punish their children when they've done something wrong without talking to them at all.

7.

a. Some mothers always tell their children what to do.

b. Some mothers sometimes tell their children what to do.

c. Some mothers sometimes like their children to decide for themselves what to do.

d. Some mothers always like their children to decide for themselves what to do.

8.

a. Some mothers always think it's OK if their children make mistakes.

b. Some mothers sometimes think it's OK if their children make mistakes.

c. Some mothers always get angry if their children make mistakes.

d. Some mothers sometimes get angry if their children make mistakes.

9.

a. Some mothers never want to know what their children are doing.

b. Some mothers usually don't want to know what their children are doing.

c. Some mothers sometimes want to know what their children are doing.

d. Some mothers always want to know what their children are doing.

10.

a. Some mothers always get upset when their children don't do well in school.

b. Some mothers sometimes get upset when their children don't do well in school.

c. Some mothers hardly ever get upset when their children don't do well in school.

d. Some mothers never get upset when their children don't do well in school.

11.

a. Some mothers always like to talk to their children's teachers about how they are doing in school.

b. Some mothers sometimes like to talk to their children's teachers about how they are doing in school.

c. Some mothers usually don't like to talk to their children's teachers about how they are doing in school.

d. Some mothers never like to talk to their children's teachers about how they are doing in school.

Now‚ please think about your father. If you do not see your father but some other man lives in your household‚ please respond about that man.

12.

a. Some fathers never have enough time to talk to their children.

b. Some fathers usually don't have enough time to talk to their children.

c. Some fathers sometimes have enough time to talk to their children.

d. Some fathers always have enough time to talk to their children.

13 .

a. Some fathers always explain to their children about the way they should behave.

b. Some fathers sometimes explain to their children about the way they should behave.

c. Some fathers sometimes make their children behave because they're the boss.

d. Some fathers always make their children behave because they're the boss.

14.

a. Some fathers always ask their children what they did in school that day.

b. Some fathers usually ask their children what they did in school that day.

c. Some fathers usually don't ask their children what they did in school that day.

d. Some fathers never ask their children what they did in school that day.

15.

a. Some fathers always get very upset if their children don't do what they're supposed to right away.

b. Some fathers sometimes get very upset if their children don't do what they're supposed to right away.

c. Some fathers sometimes try to understand why their children don't do what they're supposed to right away.

d. Some fathers always try to understand why their children don't do what they're supposed to right away.

16.

a. Some fathers always have the time to talk about their children's problem.

b. Some fathers sometimes have the time to talk about their children's problem.

c. Some fathers don't always have the time to talk about their children's problem.

d. Some fathers never have the time to talk about their children's problem.

17.

a. Some fathers never punish their children; they always talk to their children about what was wrong.

b. Some fathers hardly ever punish their children; they usually talk to their children about what was wrong.

c. Some fathers usually punish their children when they've done something wrong without talking to them very much.

d. Some fathers always punish their children when they've done something wrong without talking to them at all.

18.

a. Some fathers always tell their children what to do.

b. Some fathers sometimes tell their children what to do.

c. Some fathers sometimes like their children to decide for themselves what to do.

d. Some fathers always like their children to decide for themselves what to do.

19.

a. Some fathers always think it's OK if their children make mistakes.

b. Some fathers sometimes think it's OK if their children make mistakes.

c. Some fathers always get angry if their children make mistakes.

d. Some fathers sometimes get angry if their children make mistakes.

20.

a. Some fathers never want to know what their children are doing.

b. Some fathers usually don't want to know what their children are doing.

c. Some fathers sometimes want to know what their children are doing.

d. Some fathers always want to know what their children are doing.

21.

a. Some fathers always get upset when their children don't do well in school.

b. Some fathers sometimes get upset when their children don't do well in school.

c. Some fathers hardly ever get upset when their children don't do well in school.

d. Some fathers never get upset when their children don't do well in school.

22.

a. Some fathers always like to talk to their children's teachers about how they are doing in school.

b. Some fathers sometimes like to talk to their children's teachers about how they are doing in school.

c. Some fathers usually don't like to talk to their children's teachers about how they are doing in school.

d. Some fathers never like to talk to their children's teachers about how they are doing in school.

The concept of subjective vitality refers to the state of feeling alive and alert-‎-to ha‎ving energy available to the self. Vitality is considered an aspect of eudaimonic well-being (Ryan & Deci‚ 2001)‚ as being vital and energetic is part of what it means to be fully functioning and psychologically well.

Ryan and Frederick (1997) developed a scale of subjective vitality that has two versions. One version is considered an individual difference. In other words‚ it is an ongoing ch‎aracteristics of individuals which has been found to relate positively to self-actualization and self-esteem and to relate negatively to depression and

anxiety. The other version of the scale assesses the state of subjective vitality rather than its enduring aspect. At the state level‚ vitality has been found to relate negatively to physical pain and positively to the amount of autonomy support in a particular situation (e.g.‚ Nix‚ Ryan‚ Manly‚ & Deci‚ 1999). In short‚ because the concept of psychological well-being is addressed at both the individual difference level and the state level‚ the two levels of assessing subjective vitality tie into the two level of well being.

The original scale had 7 items and was validated at both levels by Ryan and Frederick (1997). Subsequent work by Bostic‚ Rubio‚ and Hood (2000) using confirmatory factor analyses indicated that a 6-item version worked even better than the 7-item version.

Ryan‚ R. M.‚ & Frederick‚ C. M. (1997). On energy‚ personality and health: Subjective vitality as a dynamic reflection of well-being. Journal of Personality‚ 65‚ 529-565.

Ryan‚ R. M.‚ & Deci‚ E. L. (2001). To be happy or to be self-fulfilled: A review of research on hedonic and eudaimonic well-being. In S. Fiske (Ed.)‚ Annual Review of Psychology (Vol. 52; pp. 141-166). Palo Alto‚ CA: Annual Reviews‚ Inc.

Nix‚ G. A.‚ Ryan‚ R. M.‚ Manly‚ J. B.‚ & Deci‚ E. L. (1999). Revitalization through self-regulation: The effects of autonomous and controlled motivation on happiness and vitality. Journal of Experimental Social Psychology‚ 35‚ 266-284.

Bostic‚ T. J.‚ Rubio‚ D. M.‚ & Hood‚ M. (2000). A validation of the subjective vitality scale using structural equation modeling. Social Indicators Research‚ 52‚ 313-324.

Note: Below is the original scale developed by Ryan and Frederick (1997). Subsequent research by Bostic‚

Rubio‚ and Hood (2000) indicates that eliminating items # 2 improves the scaleÕs effectiveness. First‚ the individual difference version is presented‚ and then the state version. Scoring information follows the scales.

Ryan‚ R. M.‚ & Frederick‚ C. M. (1997). On energy‚ personality and health: Subjective vitality as a dynamic reflection of well-being. Journal of Personality‚ 65‚ 529-565.

Bostic‚ T. J.‚ Rubio‚ D. M.‚ & Hood‚ M. (2000). A validation of the subjective vitality scale using structural equation modeling. Social Indicators Research‚ 52‚ 313-324.

* * * * * * * * * * * *

Vitality Scale

Please respond to each of the following statements by indicating the degree to which the statement is true for you in general in your life. Use the following scale:

1. I feel alive and vital.

2. I don't feel very energetic.

3. Sometimes I feel so alive I just want to burst.

4. I have energy and spirit.

5. I look forward to each new day.

6. I nearly always feel alert and awake.

7. I feel energized.

* * * * * * * * * * * *

Vitality Scale

Please respond to each of the following statements in terms of how you are feeling right now. Indicate how true each statement is for you at this time‚ using the following scale:

1. At this moment‚ I feel alive and vital.

2. I don't feel very energetic right now.

3. Currently I feel so alive I just want to burst.

4. At this time‚ I have energy and spirit.

5. I am looking forward to each new day.

6. At this moment‚ I feel alert and awake.

7. I feel energized right now.

(Scale Description; The Child Scale; The College-Student Scale)

The Perceptions of Parents Scales concern the degree to which parents provide what SDT considers an optimal parenting context (Grolnick‚ Deci‚ & Ryan‚ 1997). The scales are completed by children to describe their mothers and their fathers.

The child version of the POPS assesses children’s perceptions of the degree to which their parents are autonomy supportive and the degree to which their parents are involved. Involvement concerns devoting resources to their children-‎-that is‚ being available to them‚ knowledgeable about their lives‚ and concerned about what is going on for them. Thus‚ mothers and fathers each get a score on the degree to which they are perceived as autonomy supportive and involved by their children. Factor analysis of the scale has revealed a clear four-factor solution with factors labeled mother involvement‚ mother autonomy support‚ father involvement‚ and father autonomy support.

The child POPS was developed‚ by Grolnick‚ Ryan‚ and Deci (1991). It has 22 items‚ 11 mother items and then the same 11 items for fathers. These items form an autonomy support subscale for each parent and an involvement subscale for each parent. Because the scale is used with children as young as 8 years old‚ and

often in classroom settings‚ we have the children respond right on the questionnaire by circling a letter in front of the one (out of four) description of a parent that is most like their own parent.

The college-student version of the POPS is intended for use with participants who are late adolescents or older. It also assesses children’s perceptions of their parents’ autonomy support and involvement‚ but in addition it assesses the degree to which the children perceive their parents to provide warmth. The scale has 42 items: 21

for mothers and 21 for fathers. From these items‚ 6 subscale scores are calculated: Mother Autonomy Support‚ Mother Involvement‚ and Mother Warmth‚ as well as Father Autonomy Support‚ Father Involvement‚ and Father Warmth.

This questionnaire was designed as part of a doctoral dissertation titled‚ “ An assessment of perceptions of parental autonomy support and control: Child and parent correlates‚” done by Robert J. Robbins in the Department of Psychology at the University of Rochester under the supervision of Rich‎ard M. Ryan. The

Robbins (1994) dissertation provided preliminary evidence for the reliability and validity of the scale. This study linked parental autonomy support to autonomy-related child outcomes‚ including self-esteem‚ selfregulation‚ mental health‚ and causality orientations. It also showed that high perceived parental autonomy support was associated with greater vitality and self-actualization‚ while low perceived parental autonomy support was associated with greater separation-individuation difficulty. A more recent longitudinal study by Niemiec‚ Ryan‚ and Deci (2009) adds further reliability and validity evidence for the scale.

Data collected from the parents of the college-student participants revealed that student perceptions of paternal autonomy support were positively associated with fathers' self-reported self-esteem and mental health‚ and that student perceptions of maternal autonomy support were positively associated with the degree of utonomous causality orientation in mothers.

The scales called Perceived Autonomy Support: The Climate Questionnaires‚ which appear in a different packet within the questionnaires section of this web site‚ are somewhat related to the POPS. Both sets of questionnaires involve individuals reporting their perceptions of a target other. However‚ there are the following differences. First‚ all of The Climate Questionnaires were designed for use with college students or other adults‚ whereas one of the POPS was designed for children. Furthermore‚ The Climate Questionnaires assess only perceptions of autonomy support‚ whereas the POPS also assesses perceived involvement in both the child and the college-student versions‚ and it assesses perceived warmth in the college-student version. We have never used a “Climate Questionnaire” with respect to parents‚ although one could potentially do so.

References

Grolnick‚ W. S.‚ Deci‚ E. L.‚ & Ryan‚ R. M. (1997). Internalization within the family: The self-determination theory perspective. In J. E. Grusec & L. Kuczynski (Eds.)‚ Parenting and children’s internalization of values: A handbook of contemporary theory (pp. 135-161). New York: Wiley.

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.

Robbins‚ R. J. (1994). An assessment of perceptions of parental autonomy support and control: Child and parent correlates. Unpublished Doctoral Dissertation‚ Department of Psychology‚ University of Rochester‚ 1994.

Niemiec‚ C. P.‚ Ryan‚ R. M.‚ & Deci‚ E. L. (2009). The path taken: Consequences of attaining intrinsic and extrinsic aspirations in post-college life. Journal of Research in Personality‚ 43‚ 291-306

Central to self-determination theory is the concept of basic psychological needs that are assumed to the innate and universal. According to the theory‚ these needs-‎-the needs for competence‚ autonomy‚ and relatedness-‎-must be ongoingly satisfied for people to develop and function in healthy or optimal ways (Deci & Ryan‚ 2000).

Many of the propositions of SDT derive from the postulate of fundamental psychological needs‚ and the concept has proven essential for making meaningful interpretations of a wide range of empirically isolated phenomena.

The Basic Psychological Needs Scale is a family of scales: one that addresses need satisfaction in general in one’s life‚ and others that address need satisfaction in specific domains. He we include the work domain and the interpersonal relations domain. The original scale had 21 items concerning the three needs for competence‚

autonomy‚ and relatedness. Some studies have worked with only 9 items‚ namely‚ 3 items per subscale. Here‚ the general and the work versions of the scale have 21 items‚ whereas the interpersonal relations version has 9 items.

The Basic Need Satisfaction at Work Scale has been used most often (Deci‚ Ryan‚ Gagné‚ Leone‚ Usunov‚ & Kornazheva‚ 2001; Ilardi‚ Leone‚ Kasser‚ & Ryan‚ 1993; Kasser‚ Davey‚ & Ryan‚ 1992). The Basic Need Satisfaction in Relationships Scale was used in (La Guardia‚ Ryan‚ Couchman‚ & Deci‚ 2000). The Basic Need

Satisfaction in Life Scale is currently being researched.

Deci‚ E. L.‚ & Ryan‚ R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the selfdetermination of behavior. Psychological Inquiry‚ 11‚ 227-268.

Deci‚ E. L.‚ Ryan‚ R. M.‚ Gagné‚ M.‚ Leone‚ D. R.‚ Usunov‚ J.‚ & Kornazheva‚ B. P. (2001). Need satisfaction‚ motivation‚ and well-being in the work organizations of a former Eastern Bloc country. Personality and Social Psychology Bulletin‚ in press.

La Guardia‚ J. G.‚ Ryan‚ R. M.‚ Couchman‚ C. E.‚ & Deci‚ E. L. (2000). Within-person variation in security of attachment: A self-determination theory perspective on attachment‚ need fulfillment‚ and well-being. Journal of Personality and Social Psychology‚ 79‚ 367-384.

Ilardi‚ B. C.‚ Leone‚ D.‚ Kasser‚ R.‚ & Ryan‚ R. M. (1993). Employee and supervisor ratings of motivation: Main effects and discrepancies associated with job satisfaction and adjustment in a factory setting. Journal of Applied Social Psychology‚ 23‚ 1789-1805.

Kasser‚ T.‚ Davey‚ J.‚ & Ryan‚ R. M. (1992). Motivation‚ dependability‚ and employee-supervisor discrepancies in psychiatric vocational rehabilitation settings. Rehabilitation Psychology‚ 37‚ 175-187.

Feelings I Have

Please read each of the following items carefully‚ thinking about how it relates to your life‚ and then indicate how true it is for you. Use the following scale to respond:

1. I feel like I am free to decide for myself how to live my life.

2. I really like the people I interact with.

3. Often‚ I do not feel very competent.

4. I feel pressured in my life.

5. People I know tell me I am good at what I do.

6. I get along with people I come into contact with.

7. I pretty much keep to myself and don't have a lot of social contacts.

8. I generally feel free to express my ideas and opinions.

9. I consider the people I regularly interact with to be my friends.

10. I have been able to learn interesting new skills recently.

11. In my daily life‚ I frequently have to do what I am told.

12. People in my life care about me.

13. Most days I feel a sense of accomplishment from what I do.

14. People I interact with on a daily basis tend to take my feelings into consideration.

15. In my life I do not get much of a chance to show how capable I am.

16. There are not many people that I am close to.

17. I feel like I can pretty much be myself in my daily situations.

18. The people I interact with regularly do not seem to like me much.

19. I often do not feel very capable.

20. There is not much opportunity for me to decide for myself how to do things in my daily life.

21. People are generally pretty friendly towards me.

* * * * * * * * * * * *

The following questions concern your feelings about your job during the last year. (If you have been on this job for less than a year‚ this concerns the entire time you have been at this job.) Please indicate how true each of the following statement is for you given your experiences on this job. Remember that your boss will never know

how you responded to the questions. Please use the following scale in responding to the items.

1. I feel like I can make a lot of inputs to deciding how my job gets done.

2. I really like the people I work with.

3. I do not feel very competent when I am at work.

4. People at work tell me I am good at what I do.

5. I feel pressured at work.

6. I get along with people at work.

7. I pretty much keep to myself when I am at work.

8. I am free to express my ideas and opinions on the job.

9. I consider the people I work with to be my friends.

10. I have been able to learn interesting new skills on my job.

11. When I am at work‚ I have to do what I am told.

12. Most days I feel a sense of accomplishment from working.

13. My feelings are taken into consideration at work.

14. On my job I do not get much of a chance to show how capable I am.

15. People at work care about me.

16. There are not many people at work that I am close to.

17. I feel like I can pretty much be myself at work.

18. The people I work with do not seem to like me much.

19. When I am working I often do not feel very capable.

20. There is not much opportunity for me to decide for myself how to go about my work.

21. People at work are pretty friendly towards me.

* * * * * * * * * * * *

Note: This questionnaire was designed for use with respect to need satisfaction in particular relationships. For example‚ it is to assess the degree to which a person experiences basic need satisfaction while relating to his or her spouse‚ or best friend‚ or mother‚ or children‚ or whomever. So‚ to use the questionnaire to assess need satisfaction in a relationship‚ replace the XXXXXXX with the relationship you are studying. Although we have never done so‚ you could try using it for relationships in general if that is the question that interests you.

In My Relationships

Please respond to each statement by indicating how true it is for you. Use the following scale.

1. When I am with XXXXXXX‚ I feel free to be who I am.

2. When I am with XXXXXXX‚ I feel like a competent person.

3. When I am with XXXXXXX‚ I feel loved and cared about.

4. When I am with XXXXXXX‚ I often feel inadequate or incompetent.

5. When I am with XXXXXXX‚ I have a say in what happens‚ and I can voice my opinion.

6. When I am with XXXXXXX‚ I often feel a lot of distance in our relationship.

7. When I am with XXXXXXX‚ I feel very capable and effective.

8. When I am with XXXXXXX‚ I feel a lot of closeness and intimacy.

9. When I am with XXXXXXX‚ I feel controlled and pressured to be certain ways.

Theoretical Note. There is something almost tautological about the statement that satisfying one’s need for relatedness in an interpersonal relationship with‚ say‚ your best friend would predict the quality of that relationship. Indeed‚ as would be expected‚ research has shown a strong relation between degree of satisfaction

of the relatedness need in a particular relationship and the security of attachment and the quality of relationship with that partner (La Guardia‚ Ryan‚ Couchman‚ & Deci‚ 2000). However‚ the more interesting point is that security of attachment and the quality of relationships with particular partners is also predicted by the degree to which one experiences satisfaction of the need for autonomy and the need for competence within those partners.

La Guardia‚ J. G.‚ Ryan‚ R. M.‚ Couchman‚ C. E.‚ & Deci‚ E. L. (2000). Within-person variation in security of attachment: A self-determination theory perspective on attachment‚ need fulfillment‚ and well-being. Journal of Personality and Social Psychology‚ 79‚ 367-384.

Geoffrey C. Williams‚ Rich‎ard M. Ryan‚ & Edward L. Deci

This packet contains three questionnaires that have been developed to assess constructs contained within Self-Determination Theory (SDT) as the theory relates to health-care behavior (Deci & Ryan‚ 1985; Williams‚ Deci‚ & Ryan‚ 1999). The first is the Treatment Self-Regulation Questionnaire (TSRQ); the second is the Perceived Competence Scale (PCS); and the third is the Health Care Climate Questionnaire (HCCQ). The TSRQ also appears on the page with the other Self-Regulation Questionnaires; the PCS also appears on the page with the other Perceived Competence Questionnaires; and the HCCQ appears on the page with the other Perceived Autonomy Support Questionnaires. We have brought them together here within one packet to make it easier for people who are interested in health care research to have them all together. Further‚ on this page we have four versions of each of the three questionnaire‚ relating to four different health relevant behaviors: namely‚ smoking cessation‚ diet improvement‚ exercising regularly‚ and drinking responsibly.

The TSRQ is a set of questionnaires concerning why people do or would do some healthy behavior‚ enter treatment for some disease‚ try to change an unhealthy behavior‚ follow a treatment regimen‚ or engage in some other health-relevant behavior. All of the questionnaires have the same purpose‚ to assess the degree to

which a person’s motivation for a particular behavior or set of behaviors is relatively autonomous or selfdetermined‚ but the wording varies somewhat from one version of the questionnaire to another in order to be appropriate for the particular behaviors being investigated. The TSRQ has a slightly different set of responses when applied to why one would engage in a healthy behavior from when it is applied to why one would enter treatment for‚ say‚ alcohol abuse or methadone‚ because‚ when entering some treatments additional externalreasons may be involved (e.g.‚ court mandates)‚ so people's reasons may be somewhat different for different kinds of behaviors. Still‚ the various reasons that are used in each questionnaire fall along the relative autonomy continuum and thus are theoretically comparable.

There are three subscales to the scale: the autonomous regulatory style; the controlled regulatory style; and amotivation (which refers to being unmotivated). The amotivation subscale has been used in relatively few studies‚ and the amotivation subscale is not included in the versions of the TSRQ that is presented in the section

of the SDT web site with the other Self-Regulation Questionnaires. The autonomous style represents the most self-determined form of motivation and has consistently been associated with maintained behavior change and positive health-care outcomes. This scale is adapted slightly for each situation or behavior. That is‚ the format of the questionnaire asks patients why they do (or would) engage in particular behaviors such as stopping smoking or participating in a weight-loss program. Thus‚ whenever it is used‚ the questionnaire must have the appropriate behavior as part of the questions being considered. The questionnaires presented here can be adapted as needed for studying other behaviors.

The TSRQ utilizes a general approach to assessing autonomous self-regulation developed by Ryan and Connell (1989). The TSRQ was first used for "beha‎ving in a healthy way" in Williams‚ Grow‚ Freedman‚ Ryan‚ and Deci (1996)‚ and has also appeared in Williams‚ Freedman‚ and Deci (1998)‚ Williams‚ Rodin‚ Ryan‚ Grolnick‚ and Deci (1998)‚ Williams‚ Cox‚ Kouides‚ and Deci (1999)‚ and several other studies. The TSRQ has now been widely used in the study of behavior change in health care settings. A validation article of the TSRQ was published by Levesque‚ Williams‚ Elliot‚ Pickering‚ Bodenhamer‚ and Finley (2007). An earlier version of the TSRQ‚ called the Treatment Motivation Questionnaire‚ was first used for "entering treatment" in Ryan‚ Plant‚ and O'Malley (1995)‚ and has subsequently been used in Zeldman‚ Ryan‚ and Fiscella (1999). The scale has also been adapted by Pelletier‚ Tuson‚ and Haddad (1997) for motivation for psychotherapy.

Typically‚ the responses on the autonomous items are averaged to form the reflection of autonomous motivation for the target behavior and the responses on the controlled items are averaged to form the reflection of controlled motivation for the target behavior. In those studies where amotivation has also been assessed‚ the

amotivated responses are also averaged. These three subscale scores can be used separately. However‚ a Relative Autonomous Motivation Index can be formed by subtracting the average for the controlled reasons from the average for the autonomous reasons.

This packet contains four versions of the TSRQ‚ all of which are for four healthy behaviors smoking cessation‚ diet improvement‚ exercising regularly‚ and drinking responsibly.

(Concerning Feelings about Healthy Beha‎ving)

The Perceived Competence Scale (PCS) concerns feelings about beha‎ving in healthy ways. This is a short 4-item questionnaire that assesses the degree to which participants feel confident about being able to make (or maintain) a change toward a healthy behavior‚ participate in a health-care program‚ or carry out a treatment regimen. Consistently‚ people who feel more competent with regard to a particular behavior have been found to be more likely to make and maintain the change and to evidence positive health care outcomes. As with the TSRQ‚ the PCS can be adapted as needed for studying other behaviors. Items are worded slightly differently for different target behaviors. In this packet‚ there are four versions of the questionnaire concerning the feelings of being able to engage in four healthy behaviors‚ namely not smoking‚ eating a healthy diet‚ exercising regularly‚ and using alcohol responsibly (or not at all).

The alpha reliability for the perceived competence items has always been about 0.90. The scale has been used in several studies. Of note‚ in a study of diabetic patients (Williams‚ Freedman‚ & Deci‚ 1998)‚ perceived competence was predicted by the degree to which the patients experienced the health-care climate in their Diabetes Treatment Center to be autonomy supportive‚ and perceived competence at carrying out the treatment regiment in turn predicted patients glucose control (i.e.‚ HbA1c). It is theoretically important to differentiate perceived autonomy (assessed with the TSRQ) from perceived competence (assessed with the PCS)‚ and the constructs do have discriminative validity.

(Concerning Support for Healthy Beha‎ving)

The original Health-Care Climate Questionnaire (HCCQ) is a 15-item measure that assesses patients' perceptions of the degree to which they experience their health-care providers (or their physician‚ or their counselor‚ or their health-care program leader) to be autonomy supportive versus controlling in providing general treatment or with respect to a specific health-care issue. It was validated in a study of patients visiting their primary-care physicians and was first used in a published study of obese patients participating in a weightloss program (Williams‚ Grow et al.‚ 1996). It has also been used concerning teenage smoking cessation

(Williams‚ Cox‚ Kouides‚ & Deci‚ 1999)‚ adult smoking cessation (Williams‚ Gagne‚ Ryan‚ & Deci‚ 1999)‚ diet improvement and regular exercise (Williams‚ Freedman‚ & Deci‚ 1998)‚ participating in a methadone treatment program (Zeldman et al.‚ 1999)‚ and adhering to medication prescriptions (Williams‚ Rodin‚ et al.‚ 1998). Alpha reliability for the 15 items has consistently been above .090. In a study of diabetic patients‚ the HCCQ questions referred to "your health-care practitioners" in order to assess participants' perceptions of their general health-care climate in the Diabetes Treatment Center. In other studies it has referred to physicians. Items are worded differently depending on the provider or context being assessed. Further‚ when it concerns treatment

with respect to a specific issue or behavior‚ the wording is adjusted slightly to refer to the target issue or behavior. The wording of the versions herein presented can be adjusted slightly‚ as needed‚ to refer to different providers or different behaviors. In each case the content of the items is the same except for these minor changes.

There is also a short form of the HCCQ that includes 6 of the 15 items. This has been used in various studies‚ especially when the data were analyzed with Structural Equation Modelling where relatively few indicators of a latent variable are needed. With the 6-item scale the alpha has been about 0.82. In this packet‚ the 6-item short form is presented for the same 4 health behaviors as used for the TSRQ and the PCS. The full 15-item version of the HCCQ can be found in the SDT web site within the questionnaire page labeled Perceived Autonomy Support: The Climate Questionnaires.

Deci‚ E. L.‚ & Ryan‚ R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Publishing Co.

Pelletier‚ L. G.‚ Tuson‚ K. M.‚ & Haddad‚ N. K. (1997). Client Motivation for Therapy Scale: A measure of intrinsic motivation‚ extrinsic motivation and amotivation for therapy. Journal of Personality Assessment‚ 68‚ 414-435.

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.

Ryan‚ R. M.‚ Plant‚ R. W.‚ & O’Malley‚ S. (1995). Initial motivations for alcohol treatment: Relations with patient ch‎aracteristics‚ treatment involvement and dr‎opout. Addictive Behaviors‚ 20‚ 279-297.

Williams‚ G. C.‚ Cox‚ E. M.‚ Kouides‚ R.‚ & Deci‚ E. L. (1999). Presenting the facts about smoking to adolescents: The effects of an autonomy supportive style. Archives of Pediatrics and Adolescent Medicine‚ 153‚ 959-964.

Williams‚ G. C.‚ Deci‚ E. L.‚ & Ryan‚ R. M. (1998). Building Health-Care Partnerships by Supporting Autonomy: Promoting Maintained Behavior Change and Positive Health Outcomes. In A. L. Suchman‚ P. Hinton-Walker‚ & R. Botelho (Eds.) Partnerships in healthcare: Transforming relational process (pp. 67-87). Rochester‚ NY: University of Rochester Press.

Williams‚ G. C.‚ Freedman‚ Z. R.‚ & Deci‚ E. L. (1998). Supporting autonomy to motivate glucose control in patients with diabetes. Diabetes Care‚ 21‚ 1644-1651.

Williams‚ G. C.‚ Gagné‚ M.‚ Ryan‚ R. M.‚ & Deci‚ E. L. (1999). Supporting autonomy to motivate smoking cessation: A test of self-determination theory. Unpublished manuscript‚ University of Rochester.

Williams‚ G. C.‚ Grow‚ V. M.‚ Freedman‚ Z.‚ Ryan‚ R. M.‚ & Deci‚ E. L. (1996). Motivational predictors of weight loss and weight-loss maintenance. Journal of Personality and Social Psychology‚ 70‚115-126.

Williams‚ G. C.‚ Rodin‚ G. C.‚ Ryan‚ R. M.‚ Grolnick‚ W. S.‚ & Deci‚ E. L. (1998). Autonomous regulation and long-term medication adherence in adult outpatients. Health Psychology‚ 17‚ 269-276.

Zeldman‚ A.‚ Ryan‚ R. M.‚ & Fiscella‚ K. (1999). Attitudes‚ beliefs and motives in addiction recovery. Unpublished manuscript‚ University of Rochester.

Levesque‚ C. S.‚ Williams‚ G. C.‚ Elliot D.‚ Pickering‚ M. A.‚ Bodenhamer‚ B.‚ & Finley‚ P. J (2007). Validating the theoretical structure of the treatment self-regulation questionnaire (TSRQ) across three different health behaviors. Health Education Research‚ 21‚ 691-702.

(Concerning Motivation for Healthy Beha‎ving)

Scoring Information. This scale has 15 items: 6 that assess autonomous motivation‚ 6 that assess controlled motivation‚ and 3 that assess amotivation. The autonomous motivation subscale consists of items # 1‚ 3‚ 6‚ 8‚ 11‚ & 13; the controlled motivation subscale consists of items # 2‚ 4‚ 7‚ 9‚ 12‚ & 14; and the amotivation subscale consists of items # 5‚ 10‚ & 15. In some previous studies the TSRQ used only 4 autonomous items‚ 4 controlled items‚ and no amotivation items. The 8 items used in that version of the scale were: 2‚ 3‚ 4‚ 6‚ 7‚ 8‚ 13‚ & 14. The additional items were added to balance across subtle differences within

both autonomous and controlled reasons and to allow the concept of amotivation to be examined when it is relevant to the scientific question being considered. The added items have all been validated in other selfregulation questionnaires based on SDT.

The following question relates to the reasons why you would either stop smoking or continue not smoking.

Different people have different reasons for doing that‚ and we want to know how true each of the following reasons is for you. All 15 response are to the same question.

Please indicate the extent to which each reason is true for you‚ using the following 7-point scale:

1. Because I feel that I want to take responsibility for my own health.

2. Because I would feel guilty or ashamed of myself if I smoked.

3. Because I personally believe it is the best thing for my health.

4. Because others would be upset with me if I smoked.

5. I really don't think about it.

6. Because I have carefully thought about it and believe it is very important for many aspects of my life.

7. Because I would feel bad about myself if I smoked.

8. Because it is an important choice I really want to make.

9. Because I feel pressure from others to not smoke.

10. Because it is easier to do what I am told than think about it.

11. Because it is consistent with my life goals.

12. Because I want others to approve of me.

13. Because it is very important for being as healthy as possible.

14. Because I want others to see I can do it.

15. I don't really know why.

The following question relates to the reasons why you would either start eating a healthier diet or continue to do so. Different people have different reasons for doing that‚ and we want to know how true each of the following reasons is for you. All 15 response are to the same question.

Please indicate the extent to which each reason is true for you‚ using the following 7-point scale:

1. Because I feel that I want to take responsibility for my own health.

2. Because I would feel guilty or ashamed of myself if I did not eat a healthy diet.

3. Because I personally believe it is the best thing for my health.

4. Because others would be upset with me if I did not.

5. I really don't think about it.

6. Because I have carefully thought about it and believe it is very important for many aspects of my life.

7. Because I would feel bad about myself if I did not eat a healthy diet.

8. Because it is an important choice I really want to make.

9. Because I feel pressure from others to do so.

10. Because it is easier to do what I am told than think about it.

11. Because it is consistent with my life goals.

12. Because I want others to approve of me.

13. Because it is very important for being as healthy as possible.

14. Because I want others to see I can do it.

15. I don't really know why.

The following question relates to the reasons why you would either start to exercise regularly or continue to do so. Different people have different reasons for doing that‚ and we want to know how true each of the following reasons is for you. All 15 response are to the one question.

Please indicate the extent to which each reason is true for you‚ using the following 7-point scale:

1. Because I feel that I want to take responsibility for my own health.

2. Because I would feel guilty or ashamed of myself if I did not exercise regularly.

3. Because I personally believe it is the best thing for my health.

4. Because others would be upset with me if I did not.

5. I really don't think about it.

6. Because I have carefully thought about it and believe it is very important for many aspects of my life.

7. Because I would feel bad about myself if I did not exercise regularly.

8. Because it is an important choice I really want to make.

9. Because I feel pressure from others to do so.

10. Because it is easier to do what I am told than think about it.

11. Because it is consistent with my life goals.

12. Because I want others to approve of me.

13. Because it is very important for being as healthy as possible.

14. Because I want others to see I can do it.

15. I don't really know why.

The following question relates to the reasons why you would control your use of alcohol. Different people have different reasons for doing that‚ and we want to know how true each of the following reasons is for you. All 15 response are to the one question.

Please indicate the extent to which each reason is true for you‚ using the following 7-point scale:

1. Because I feel that I want to take responsibility for my own health.

2. Because I would feel guilty or ashamed of myself if I did not use alcohol responsibly.

3. Because I personally believe it is the best thing for my health.

4. Because others would be upset with me if I did not.

5. I really don't think about it.

6. Because I have carefully thought about it and believe it is very important for many aspects of my life.

7. Because I would feel bad about myself if I did use alcohol responsibly.

8. Because it is an important choice I really want to make.

9. Because I feel pressure from others to do so.

10. Because it is easier to do what I am told than think about it.

11. Because it is consistent with my life goals.

12. Because I want others to approve of me.

13. Because it is very important for being as healthy as possible.

14. Because I want others to see I can do it.

15. I don't really know why.

* * * * * * * * * * * * * * * * *

Scoring Information. This scale has 4 items‚ and an individual’s score is simply the average of his or her responses on the 4 items. When the PCS is used along with the TSRQ‚ the PCS items have sometimes been interspersed with the TSRQ items.

Perceived Competence (Not Smoking)

Please indicate the extent to which each statement is true for you‚ assuming that you were intending either to permanently quit smoking now or to remain permanently abstinent from smoking. Use the following scale:

1. I feel confident in my ability to not smoke.

2. I now feel capable of not smoking.

3. I am able to not smoke anymore.

4. I am able to meet the challenge of not smoking.

Please indicate the extent to which each statement is true for you‚ assuming that you were intending either to permanently improve your diet now or to maintain a healthy diet. Use the following scale:

1. I feel confident in my ability to maintain a healthy diet.

2. I now feel capable of maintaining a healthy diet.

3. I am able to maintain a healthy diet permanently.

4. I am able to meet the challenge of maintaining a healthy diet.

Please indicate the extent to which each statement is true for you‚ assuming that you were intending either to begin now a permanent regimen of exercising regularly or to permanently maintain your regular exercise regimen. Use the following scale:

1. I feel confident in my ability to exercise regularly.

2. I now feel capable of exercising regularly.

3. I am able to exercise regularly over the long term.

4. I am able to meet the challenge of exercising regularly.

Please indicate the extent to which each statement is true for you‚ assuming that you were intending either to begin now permanently abstaining from alcohol use‚ to begin permanently using alcohol responsibly‚ or to permanently maintain your current abstinence or responsible use of alcohol. Use the following scale:

1. I feel confident in my ability to use alcohol responsibly.

2. I now feel capable of using alcohol responsibly.

3. I am able to use alcohol responsibly over the long term.

4. I am able to meet the challenge of using alcohol responsibly.

* * * * * * * * * * * *

Scoring Information. The version of the HCCQ presented here is the 6-item short form‚ concerning the 4 health behaviors. The items have been explicitly written for the target behaviors‚ whereas the general HCCQ typically does not specify particular behaviors. An individual’s score on this scale is simply the average of his or her responses on the 6 items. The long 15-item form of the HCCQ can be found in the SDT web site within the questionnaire page labelled Perceived Autonomy Support: The Climate Questionnaires.

This questionnaire contains items that are related to your visits with a health-care practitioner (or group of practitioners) in which your smoking was discussed in any way. Health-care practitioners (doctors‚ nurses‚ counselors‚ etc.) have different styles in dealing with patients‚ and we would like to know very specifically about your experience of your provider(s) in any encounters when your smoking was discussed. Your responses will be kept confidential‚ so none of your practitioners will know about your responses. Please be honest and candid. In some cases‚ you may have met with only your physician; in other cases you may have discussed your smoking with several people. If you have met only with your physician‚ please respond with respect to him or her; if you have met with several practitioners concerning this issue‚ please answer in terms of your experience of all these practitioners together.

In answering the questions‚ please use the following scale:

1. I feel that my health-care practitioners have provided me with choices and options about smoking (including not quitting).

2. I feel my health-care providers understand how I see things with respect to my smoking.

3. My health-care providers convey confidence in my ability to make changes regarding my smoking

4. My health care practitioners listen to how I would like to do things regarding my smoking.

5. My health-care practitioners encourage me to ask questions about my smoking.

6. My health-care practitioners try to understand how I see my smoking before suggesting any changes.

This questionnaire contains items that are related to your visits with a health-care practitioner (or group of practitioners) in which your diet was discussed in any way. Health-care practitioners (doctors‚ nurses‚ counselors‚ etc.) have different styles in dealing with patients‚ and we would like to know very specifically about your experience of your provider(s) in any encounters when your diet was discussed. Your responses will be kept confidential‚ so none of your practitioners will know about your responses. Please be honest and candid. In some cases‚ you may have met with only your physician; in other cases you may have discussed your diet with several people. If you have met only with your physician‚ please respond with respect to him or her; if you have met with several practitioners concerning this issue‚ please answer in terms of your experience of all these practitioners together.

In answering the questions‚ please use the following scale:

1. I feel that my health-care practitioners have provided me with choices and options about changing my diet (including not changing).

2. I feel my health-care providers understand how I see things with respect to my diet.

3. My health-care providers convey confidence in my ability to make changes regarding my diet.

4. My health care practitioners listen to how I would like to do things regarding my diet.

5. My health-care practitioners encourage me to ask questions about my diet.

6. My health-care practitioners try to understand how I see my diet before suggesting any changes.

This questionnaire contains items that are related to your visits with a health-care practitioner (or group of practitioners) in which your exercising was discussed in any way. Health-care practitioners (doctors‚ nurses‚ counselors‚ etc.) have different styles in dealing with patients‚ and we would like to know very specifically about your experience of your provider(s) in any encounters when your exercising was discussed. Your responses will be kept confidential‚ so none of your practitioners will know about your responses. Please be honest and candid. In some cases‚ you may have met with only your physician; in other cases you may have discussed your diet with several people. If you have met only with your physician‚ please respond with respect to him or her; if you have met with several practitioners concerning this issue‚ please answer in terms of your experience of all these practitioners together.

In answering the questions‚ please use the following scale:

1. I feel that my health-care practitioners have provided me with choices and options about exercising regularly (including not exercising regularly).

2. I feel my health-care providers understand how I see things with respect to my exercising regularly.

3. My health-care providers convey confidence in my ability to make changes regarding my exercising regularly

4. My health care practitioners listen to how I would like to do things regarding my exercise.

5. My health-care practitioners encourage me to ask questions about my exercising.

6. My health-care practitioners try to understand how I see my exercising before suggesting any changes.

This questionnaire contains items that are related to your visits with a health-care practitioner (or group of practitioners) in which your use of alcohol was discussed in any way. Health-care practitioners (doctors‚ nurses‚ counselors‚ etc.) have different styles in dealing with patients‚ and we would like to know very specifically about your experience of your provider(s) in any encounters when your alcohol use was discussed.

Your responses will be kept confidential‚ so none of your practitioners will know about your responses. Please be honest and candid. In some cases‚ you may have met with only your physician; in other cases you may have discussed your alcohol use with several people. If you have met only with your physician‚ please respond with respect to him or her; if you have met with several practitioners concerning this issue‚ please answer in terms of your experience of all these practitioners together.

In answering the questions‚ please use the following scale:

1. I feel that my health-care practitioners have provided me with choices and options about using alcohol responsibly (including not changing my drinking).

2. I feel my health-care providers understand how I see things with respect to my using alcohol responsibly.

3. My health-care providers convey confidence in my ability to make changes regarding my use of alcohol

4. My health care practitioners listen to how I would like to do things regarding my responsible use of alcohol.

5. My health-care practitioners encourage me to ask questions about my alcohol use.

6. My health-care practitioners try to understand how I see my use of alcohol before suggesting any changes.

On the following pages you will find a series of vignettes. Each one describes an incident and then lists four ways of responding to the situation. Please read each vignette and then consider each responses in turn. Think about each response option in terms of how appropriate you consider it to be as a means of dealing with the problem described in the vignette. You may might the option to be perfect‚ in other words‚ extremely appropriate in which case you would respond with the number 7‚. You might consider the response highly inappropriate‚ in which case would respond with the number 1. If you find the option reasonable you would se‎lect some number between 1 and 7. So think about each option and rate it on the scale shown below. Please rate each of the four options for each vignette. There are eight vignettes with four options for each.

There are no right or wrong ratings on these items. People's styles differ‚ and we are simply interested in what you consider appropriate given your own style.

Some of the stories ask what you would do as a teacher. Others ask you to respond as if you were giving advice

to another teacher or to a parent. Some ask you to respond as if you were the parent. If you are not a parent‚ simply imagine what it would be like for you in that situation.

Please respond to each of the 32 items using the following scale.

A . Jim is an average student who has been working at grade level. During the past two weeks he has appeared listless and has not been participating during reading group. The work he does is accurate but he has not been completing assignments. A phone conversation with his mother revealed no useful information. The most appropriate thing for Jim's teacher to do is:

1. She should impress upon him the importance of finishing his assignments since he needs to learn this material for his own good.

2. Let him know that he doesn't have to finish all of his work now and see if she can help him work out the cause of the listlessness.

3. Make him stay after school until that day's assignments are done.

4. Let him see how he compares with the other children in terms of his assignments and encourage him to catch up with the others.

B. At a parent conference last night‚ Mr. and Mrs. Greene were told that their daughter Sarah has made more progress than expected since the time of the last conference. All agree that they hope she continues to improve so that she does not have to repeat the grade (which the Greene's have been kind of expecting since the last report card). As a result of the conference‚ the Greenes decide to:

5. Increase her allowance and promise her a ten-speed if she continues to improve.

6. Tell her that she's now doing as well as many of the other children in her class.

7. Tell her about the report‚ letting her know that they're aware of her increased independence in school and at home.

8. Continue to emphasize that she has to work hard to get better grades.

C. Donny loses his temper a lot and has a way of agitating other children. He doesn't respond well to what you tell him to do and you're concerned that he won't learn the social skills he needs. The best thing for you to do with him is:

9. Emphasize how important it is for him to control himself in order to succeed in school and in other situations.

10.Put him in a special class which has the structure and reward contingencies which he needs.

11.Help him see how other children behave in these various situations and praise him for doing the same.

12.Realize that Donny is probably not getting the attention he needs and start being more responsive to him.

D.  Your son is one of the better players on his junior soccer team which has been winning most of its games. However‚ you are concerned because he just told you he failed his unit spelling test and will have to retake it the day after tomorrow. You decide that the best thing to do is:

13. Ask him to talk about how he plans to handle the situation.

14. Tell him he probably ought to decide to forego tomorrow's game so he can catch up in spelling.

15. See if others are in the same predicament and suggest he do as much preparation as the others.

16. Make him miss tomorrow's game to study; soccer has been interfering too much with his school work.

E.  The Rangers spelling group has been ha‎ving trouble all year. How could Miss Wilson best help the Rangers?

17. Have regular spelling bees so that Rangers will be motivated to do as well as the other groups.

18. Make them drill more and give them special privileges for improvements.

19. Have each child keep a spelling ch‎art and emphasize how important it is to have a good ch‎art.

20. Help the group devise ways of learning the words together (skits‚ games‚ and so on).

F. In your class is a girl named Margy who has been the butt of jokes for years. She is quiet and usually alone. In spite of the efforts of previous teachers‚ Margy has not been accepted by the other children. Your wisdom would guide you to:

21. Prod her into interactions and provide her with much praise for any social initiative.

22. Talk to her and emphasize that she should make friends so she'll be happier.

23. Invite her to talk about her relations with the other kids‚ and encourage her to take small steps when she's ready.

24. Encourage her to observe how other children relate and to join in with them.

G. For the past few weeks things have been disappearing from the teacher's desk and lunch money has been taken from some of the children's desks. Today‚ Marvin was seen by the teacher taking a silver dollar paperweight from her desk. The teacher phoned Marvin's mother and spoke to her about this incident. Although the teacher suspects that Marvin has been responsible for the other thefts‚ she mentioned only the one and assured the mother that she'll keep a close eye on Marvin. The best thing for the mother to do is:

25. Talk to him about the consequences of stealing and what it would mean in relation to the other kids.

26. Talk to him about it‚ expressing her confidence in him and attempting to understand why he did it.

27. Give him a good scolding; stealing is something which cannot be tolerated and he has to learn that.

28. Emphasize that it was wrong and have him apologize to the teacher and promise not to do it again.

H.  Your child has been getting average grades‚ and you'd like to see her improve. A useful approach might be to:

29. Encourage her to talk about her report card and what it means for her.

30. Go over the report card with her; point out where she stands in the class.

31. Stress that she should do better; she'll never get into college with grades like these.

32. Offer her a dollar for every A and 50 cents for every B on future report cards.

Deci‚ E. L.‚ Schwartz‚ A. J.‚ Sheinman‚ L.‚ & Ryan‚ R. M. (1981). An instrument to assess adults' orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology‚ 73‚ 642-650.

Reeve‚ J.‚ Bolt‚ E.‚ & Cai‚ Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology‚ 91‚ 537-548.