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The Self-Regulation Questionnaires
Exercise Self-Regulation Questionnaire (SRQ-E)
This questionnaire concerns the reasons why a person exercises regularly‚ does gymnastics‚ works out‚ or engages in other such physical activities. It is structured so that it asks one questions and provides responses that represent external regulation‚ introjected regulation‚ identified regulation‚ and intrinsic motivation. The basic issue concerns the degree to which one feels autonomous with respect to exercising or engaging in physical activity. Below are three versions of the scale‚ one each for working out‚ exercising regularly‚ and doing gymnastics. Each one is followed by information about scoring it. These questionnaire are slightly different from each other not only in terms of the question asked but also in terms of the items. The items are‚ of course‚ very similar-‎-that is the introjected items on one scale are similar to the introjected items on the other scales. However‚ the three versions were developed by different researchers‚ and it seems that they are wholly comparable scales. Several studies using these questionnaires have recently been conducted‚ but none has yet been written for publication. Thus‚ at this time‚ there are no published research reports that have used these scales.
The Scales
Motivation for Working Out
There are a variety of reasons why people work out. Please indicate how true each of these reason is for why you work out. The scale is:

1
2
3
4
5
6
7
not at all
true
somewhat
true
very
true

Why do you work out?
1. Because I simply enjoy working out.
2. Because working out is important and beneficial for my health and lifestyle.
3. Because I would feel bad about myself if I didn’t do it.
4. Because it is fun and interesting.
5. Because others like me better when I am in shape.
6. Because I’d be afraid of falling too far out of shape.
7. Because it helps my image.
8. Because it is personally important to me to work out.
9. Because I feel pressured to work out.
10. Because I have a strong value for being active and healthy.
11. For the pleasure of discovering and ma‎stering new training techniques.
12. Because I want others to see me as physically fit.
* * * * * * * * * * * *
Motivation for Gymnastics
There are a variety of reasons why people do gymnastics. Please indicate how true each of these reason is for why you do gymnastics. The scale is:

1
2
3
4
5
6
7
not at all
true
somewhat
true
very
true

Why do you practice gymnastics?
1. For the pleasure I feel when I practice gymnastics.
2. I used to have good reasons for doing gymnastics‚ but now I am asking myself if I should continue doing it.
3. I would feel bad about myself if I was not taking time to do gymnastics.
4. It is a good way to get exercise.
5. My parents or other family members give me money or other rewards when I do it.
6. For the excitement I feel when I am really involved in gymnastics.
7. I learn valuable lessons from gymnastics.
8. It is absolutely necessary for me to do gymnastics to feel good about myself.
9. It is not clear to me anymore; I don't really think gymnastics is my sport.
10. My parents‚ other family members‚ or friends tell me to do it.
11. For the pleasure of discovering new techniques.
12. I'm not sure why I still practice gymnastics‚ I don't seem to be going anywhere in it.
13. I think gymnastics is a useful way to stay healthy.
14. My parents‚ family‚ or friends would be mad if I didn't practice gymnastics anymore.
15. I would feel awful if I didn't do gymnastics anymore.
* * * * * * * * * * * *
Motivation for Exercise
There are a variety of reasons why people exercise regularly. Please indicate how true each of these reason is for why you exercise regularly. The scale is:

1
2
3
4
5
6
7
not at all
true
somewhat
true
very
true

I try to exercise on a regular basis:
1. Because I would feel bad about myself if I did not.
2. Because others would be angry at me if I did not.
3. Because I enjoy exercising.
4. Because I would feel like a failure if I did not.
5. Because I feel like it's the best way to help myself.
6. Because people would think I'm a weak person if I did not.
7. Because I feel like I have no choice about exercising; others make me do it.
8. Because it is a challenge to accomplish my goal.
9. Because I believe exercise helps me feel better.
10. Because it's fun.
11. Because I worry that I would get in trouble with others if I did not.
12. Because it feels important to me personally to accomplish this goal.
13. Because I feel guilty if I do not exercise regularly.
14. Because I want others to acknowledge that I am doing what I have been told I should do.
15. Because it is interesting to see my own improvement.
16. Because feeling healthier is an important value for me

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15 مهر 1391
People are centrally concerned with motivation -‎- how to move themselves or others to act. Everywhere‚ parents‚ teachers‚ coaches‚ and managers struggle with how to motivate those that they mentor‚ and individuals struggle to find energy‚ mobilize effort and persist at the tasks of life and work. People are often moved by external factors such as reward systems‚ grades‚ evaluations‚ or the opinions they fear others might have of them.  Yet just as frequently‚ people are motivated from within‚ by interests‚ curiosity‚ care or abiding values.  These intrinsic motivations are not necessarily externally rewarded or supported‚ but nonetheless they can sustain passions‚ creativity‚ and sustained efforts. The interplay between the extrinsic forces acting on persons and the intrinsic motives and needs inherent in human nature is the territory of Self-Determination Theory.
Self-Determination Theory (SDT) represents a broad framework for the study of human motivation and personality. SDT articulates a meta-theory for framing motivational studies‚ a formal theory that defines intrinsic and varied extrinsic sources of motivation‚ and a description of the respective roles of intrinsic and types of extrinsic motivation in cognitive and social development and in individual differences. Perhaps more importantly SDT propositions also focus on how social and cultural factors facilitate or undermine people’s sense of volition and initiative‚ in addition to their well-being and the quality of their performance.  Conditions supporting the individual’s experience of autonomy‚ competence‚ and relatedness are argued to foster the most volitional and high quality forms of motivation and engagement for activities‚ including enhanced performance‚ persistence‚ and creativity. In addition SDT proposes that the degree to which any of these three psychological needs is unsupported or thwarted within a social context will have a robust detrimental impact on wellness in that setting.
The dynamics of psychological need support and need thwarting have been studied within families‚ classrooms‚ teams‚ organizations‚ clinics‚ and cultures using specific propositions detailed within SDT. The SDT framework thus has both broad and behavior-specific implications for understanding practices and structures that enhance versus diminish need satisfaction and the full functioning that follows from it. These many implications are best revealed by the varied papers listed on this website‚ which range from basic research on motivational micro-processes to applied clinical trials aiming at population outcomes.
Meta-Theory: The Organismic Viewpoint
SDT is an organismic dialectical approach. It begins with the assumption that people are active organisms‚ with evolved tendencies toward growing‚ ma‎stering ambient challenges‚ and integrating new experiences into a coherent sense of self. These natural developmental tendencies do not‚ however‚ operate automatically‚ but instead require ongoing social nutriments and supports. That is‚ the social context can either support or thwart the natural tendencies toward active engagement and psychological growth‚ or it can catalyze lack of integration‚ defense‚ and fulfillment of need-substitutes. Thus‚ it is the dialectic between the active organism and the social context that is the basis for SDT's predictions about behavior‚ experience‚ and development.
Within SDT‚ the nutriments for healthy development and functioning are specified using the concept of basic psychological needs for autonomy‚ competence‚ and relatedness. To the extent that the needs are ongoingly satisfied people will develop and function effectively and experience wellness‚ but to the extent that they are thwarted‚ people more likely evidence ill-being and non-optimal functioning. The darker sides of human behavior and experience‚ such as certain types of psychopathology‚ prejudice‚ and aggression are understood in terms of reactions to basic needs ha‎ving been thwarted‚ either developmentally or proximally.
Formal Theory: SDT’s Five Mini-Theories
Formally SDT comprises five mini-theories‚ each of which was developed to explain a set of motivationally based phenomena that emerged from laboratory and field research. Each‚ therefore‚ addresses one facet of motivation or personality functioning.
Cognitive Evaluation Theory (CET) concerns intrinsic motivation‚ motivation that is based on the satisfactions of beha‎ving “for its own sake.”  Prototypes of intrinsic motivation are children’s exploration and play‚ but intrinsic motivation is a lifelong creative wellspring. CET specifically addresses the effects of social contexts on intrinsic motivation‚ or how factors such as rewards‚ interpersonal controls‚ and ego-involvements impact intrinsic motivation and interest. CET highlights the critical roles played by competence and autonomy supports in fostering intrinsic motivation‚ which is critical in education‚ arts‚ sport‚ and many other domains.
The second mini-theory‚ Organismic Integration Theory (OIT)‚ addresses the topic of extrinsic motivation in its various forms‚ with their properties‚ determinants‚ and consequences. Broadly speaking extrinsic motivation is behavior that is instrumental—that aims toward outcomes extrinsic to the behavior itself. Yet there are distinct forms of instrumentality‚ which include external regulation‚ introjection‚ identification‚ and integration. These subtypes of extrinsic motivation are seen as falling along a continuum of internalization. The more internalized the extrinsic motivation the more autonomous the person will be when enacting the behaviors. OIT is further concerned with social contexts that enhance or forestall internalization—that is‚ with what conduces toward people either resisting‚ partially adopting‚ or deeply internalizing values‚ goals‚ or belief systems. OIT particularly highlights supports for autonomy and relatedness as critical to internalization.
Causality Orientations Theory (COT)‚ the third mini-theory‚ describes individual differences in people's tendencies to orient toward environments and regulate behavior in various ways. COT describes and assesses three types of causality orientations: the autonomy orientation in which persons act out of interest in and valuing of what is occurring; the control orientation in which the focus is on rewards‚ gains‚ and approval; and the impersonal or amotivated orientation ch‎aracterized by anxiety concerning competence.
Fourth‚ Basic Psychological Needs Theory (BPNT) elaborates the concept of evolved psychological needs and their relations to psychological health and well-being. BPNT argues that psychological well-being and optimal functioning is predicated on autonomy‚ competence‚ and relatedness.  Therefore‚ contexts that support versus thwart these needs should invariantly impact wellness. The theory argues that all three needs are essential and that if any is thwarted there will be distinct functional costs. Because basic needs are universal aspects of functioning‚ BPNT looks at cross-developmental and cross-cultural settings for validation and refinements.
The fifth mini-theory‚ Goal Contents Theory (GCT)‚ grows out of the distinctions between intrinsic and extrinsic goals and their impact on motivation and wellness. Goals are seen as differentially affording basic need satisfactions and are thus differentially associated with well-being. Extrinsic goals such as financial success‚ appearance‚ and popularity/fame have been specifically contrasted with intrinsic goals such as community‚ close relationships‚ and personal growth‚ with the former more likely associated with lower wellness and greater ill-being.
Other Topics of Interest
As SDT has expanded both in terms of breadth and depth‚ both theoretical developments and empirical findings have led SDT researchers to examine a plethora of processes and phenomena integral to personality growth‚ effective functioning‚ and wellness. For example‚ SDT research has focused on the role of mindfulness as a foundation for autonomous regulation of behavior‚ leading to both refined measurement and theorizing about awareness.  The study of facilitating conditions for intrinsic motivation led to a theory and measurement strategy regarding vitality‚ an indicator of both mental and physical wellness. Work on vitality also uncovered the remarkable positive impact of the experience of nature on well-being. Some research within SDT has more closely examined the forms personal passions can take‚ with individuals being obsessive or harmonious as a function of internalization processes. And cross-cultural tests of SDT have led to an increased understanding of how economic and cultural forms impact the invariant aspects of human nature. Research on wellness has also led to new theory and research on the assessment of well-being itself‚ including the distinction between hedonic and eudaimonic forms of living.  Specific topics such as autonomy versus controlled motivation has led to greater understanding of internalized control such as ego-involvement and contingent self-esteem and of the differences between them and autonomous self-regulation. Indeed these few examples supply just a taste of how the generative framework of SDT has enhanced research on a variety of processes of interest to the field.
Applications
In addition to formal theory development‚ research has applied SDT in many domains including education‚ organizations‚ sport and physical activity‚ religion‚ health and medicine‚ parenting‚ virtual environments and media‚ close relationships‚ and psychotherapy. Across these domains research has looked at how controlling versus autonomy-supportive environments impact functioning and wellness‚ as well as performance and persistence. In addition‚ supports for relatedness and competence are seen as interactive with volitional supports in fostering engagement and value within specific settings‚ and within domains of activity. This body of applied research has led to considerable specification of techniques‚ including goal structures and ways of communicating that have proven effective at promoting maintained‚ volitional motivation.
The varied articles on this website demonstrate the many types of inquiry associated with the SDT framework‚ as well as its generative capacity with respect to practical issues in human organizations of all kinds. Relevant research reports and theoretical discussion are listed in the Publications section‚ organized by topic.
By focusing on the fundamental psychological tendencies toward intrinsic motivation and integration‚ SDT occupies a unique position in psychology‚ as it addresses not only the central questions of why people do what they do‚ but also the costs and benefits of various ways of socially regulating or promoting behavior. Overviews of the theory can be found in Ryan and Deci (2000) and in Deci and Ryan (1985‚ 2000)‚ as well as numerousother articles and chapters identified on this website.
References
Deci‚ E. L.‚ & Ryan‚ R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci‚ E. L.‚ & Ryan‚ R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry‚ 11‚ 227-268.

Ryan‚ R. M.‚ & Deci‚ E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation‚ social development‚ and well-being. American Psychologist‚ 55‚ 68-78
http://selfdeterminationtheory.org/theory
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15 مهر 1391

The Self-Regulation Questionnaires
Religious Self-Regulation Questionnaire (SRQ-R)
Also called Christian Religious Internalization Scale (CRIS)
This questionnaire concerns the reasons why a person engages in religious behaviors. The questions were written for research with a Christian population‚ but could be easily adapted for other religions. The questionnaire asks why people engage in four religious behaviors‚ each of which is followed by three reasons.
In all‚ there are 12 items on the SRQ-R. The questionnaire was developed and validated by Ryan‚ Rigby‚ and King‚ (1993). There is a long form of the questionnaire with 48 items‚ but analyses revealed that the current 12-item version is as psychometrically sound as the longer version and is far more economical. The scale has only two subscales: Introjected Regulation and Identified Regulation. Work with the longer scale revealed that these two subscales represented the dynamically meaningful reasons why people engage in religious behaviors and that the external regulation and intrinsic motivation subscales did not add to the validity of the scale. Below is the actual scale‚ followed by information about scoring.
The Scale
Religious Behaviors
This questionnaire has four statements‚ each of which is followed by three possible responses. Please read the
first statement‚ and then consider each response. Indicate how true each response is for you‚ using the following scale.
1
2
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4
5
6
7
not at all
true
somewhat
true
very
true
A. One reason I think it’s important to actively share my faith with others is:
1. Because God is important to me and I’d like other people to know about Him too.
2. Because I would feel bad about myself if I didn’t.
3. Because I want other Christians to approve of me.
B. When I turn to God‚ I most often do it because:
4. I enjoy spending time with Him.
5. I would feel guilty if I didn’t.
6. I find it is satisfying to me.
C. A reason I think praying by myself is important is:
7. Because if I don’t‚ God will disapprove of me.
8. Because I enjoy praying.
9. Because I find prayer satisfying.
D. An important reason why I attend church is:
10. Because one is supposed to go to church.
11. By going to church I learn new things.
12. Because others would disapprove of me if I didn’t.
Validation article
Ryan‚ R. M.‚ Rigby‚ S.‚ & King‚ K. (1993). Two types of religious internalization and their relations to religious orientations and mental health. Journal of Personality and Social Psychology‚ 65‚ 586-596.
The SRQ-R is reviewed and reproduced in
Hill‚P. C.‚ & Hood‚ R. W.‚ Jr. (Eds.) (1999). Measures of religiosity (pp. 124-127). Birmingham‚ AL: Religious Education Press.
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15 مهر 1391

HAMILTON DEPRESSION RATING SCALE (HAM-D)
(To be administered by a health care professional)
Patient Name _________________________________________ Today’s Date __________________
The HAM-D is designed to rate the severity of depression in patients. Although it contains 21 areas‚ calculate the patient’s score on the first 17 answers.
1. DEPRESSED MOOD
(Gloomy attitude‚ pessimism about the future‚ feeling of sadness‚ tendency to weep)
0 = Absent
1 = Sadness‚ etc.
2 = Occasional weeping
3 = Frequent weeping
4 = Extreme symptoms
2. FEELINGS OF GUILT
0 = Absent
1 = Self-reproach‚ feels he/she has let people down
2 = Ideas of guilt
3 = Present illness is a punishment; delusions of guilt
4 = Hallucinations of guilt
3. SUICIDE
0 = Absent
1 = Feels life is not worth living
2 = Wishes he/she were dead
3 = Suicidal ideas or gestures
4 = Attempts at suicide
4. INSOMNIA - Initial
(Difficulty in falling asleep)
0 = Absent
1 = Occasional
2 = Frequent
5. INSOMNIA - Middle
(Complains of being restless and disturbed during the night. Waking during the night.)
0 = Absent
1 = Occasional
2 = Frequent
6. INSOMNIA - Delayed
(Waking in early hours of the morning and unable to fall asleep again)
0 = Absent
1 = Occasional
2 = Frequent
7. WORK AND INTERESTS
0 = No difficulty
1 = Feelings of incapacity‚ listlessness‚ indecision and vacillation
2 = Loss of interest in hobbies‚ decreased social activities
3 = Productivity decreased
4 = Unable to work. Stopped working because of  present illness only. (Absence from work after treatment or recovery may rate a lower score).
8. RETARDATION
(Slowness of thought‚ speech‚ and activity; apathy; stupor.)
0 = Absent
1 = Slight retardation at interview
2 = Obvious retardation at interview
3 = Interview difficult
4 = Complete stupor
9. AGITATION
(Restlessness associated with anxiety.)
0 = Absent
1 = Occasional
2 = Frequent
10. ANXIETY - PSYCHIC
0 = No difficulty
1 = Tension and irritability
2 = Worrying about minor matters
3 = Apprehensive attitude
4 = Fears
11. ANXIETY - SOMATIC
Gastrointestinal‚ indigestion Cardiovascular‚ palpitation‚ Headaches Respiratory‚ Genito-urinary‚ etc.
0 = Absent
1 = Mild
2 = Moderate
3 = Severe
4 = Incapacitating
12. SOMATIC SYMPTOMS - GASTROINTESTINAL
(Loss of appetite ‚ heavy feeling in abdomen; constipation)
0 = Absent
1 = Mild
2 = Severe
13. SOMATIC SYMPTOMS - GENERAL
(Heaviness in limbs‚ back or head; diffuse backache; loss of energy and fatiguability)
0 = Absent
1 = Mild
2 = Severe
14. GENITAL SYMPTOMS
(Loss of libido‚ menstrual disturbances)
0 = Absent
1 = Mild
2 = Severe
15. HYPOCHONDRIASIS
0 = Not present
1 = Self-absorption (bodily)
2 = Preoccupation with health
3 = Querulous attitude
4 = Hypochondriacal delusions
16. WEIGHT LOSS
0 = No weight loss
1 = Slight
2 = Obvious or severe
17. INSIGHT
(Insight must be interpreted in terms of patient’s understanding and background.)
0 = No loss
1 = Partial or doubtfull loss
2 = Loss of insight
TOTAL ITEMS 1 TO 17: _______________
0 - 7 = Normal
8 - 13 = Mild Depression
14-18 = Moderate Depression
19 - 22 = Severe Depression
> 23 = Very Severe Depression
18. DIURNAL VARIATION
(Symptoms worse in morning or evening. Note which it is. )
0 = No variation
1 = Mild variation; AM ( ) PM ( )
2 = Severe variation; AM ( ) PM ( )
19. DEPERSONALIZATION AND DEREALIZATION
(feelings of unreality‚ nihilistic ideas)
0 = Absent
1 = Mild
2 = Moderate
3 = Severe
4 = Incapacitating
20. PARANOID SYMPTOMS
(Not with a depressive quality)
0 = None
1 = Suspicious
2 = Ideas of reference
3 = Delusions of reference and persecution
4 = Hallucinations‚ persecutory
21. OBSESSIONAL SYMPTOMS
(Obsessive thoughts and compulsions against
which the patient struggles)
0 = Absent
1 = Mild
2 = Severe
* Adapted from Hamilton‚ M. Journal of Neurology‚ Neurosurgery‚ and Psychiatry. 23:56-62‚ 1960.
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15 مهر 1391

The Self-Regulation Questionnaires
Friendship Self-Regulation Questionnaire (SRQ-F)
This questionnaire concerns the reasons why a person is in a particular friendship. It asks four questions about being friends with a particular person‚ and provides responses that represent external regulation‚ introjected regulation‚ identified regulation‚ and intrinsic motivation. The basic issue‚ of course‚ concerns the degree to which one feels autonomous with respect to participating in the friendship. Below is the actual scale‚ followed by information about scoring.
The Scale
Being Friends
This questionnaire has four questions‚ and each questions is followed by a set of possible answers. Please read the first question‚ and then consider each response. Indicate how true each response is for you in the particular friendship you have se‎lected using the following scale.

1
2
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5
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7
not at all
true
somewhat
true
very
true

A. Why am I close friends with this person now?
1.Because being friends with him/her helps me feel important.
2. Because I enjoy the numerous crazy and amusing moments that we share.
3. Because my friend would be upset if I ended the relationship.
4. Because I feel a lot of freedom and personal satisfaction in our friendship.
5. Because I would feel guilty if I withdrew from the friendship.
6. Because he/she is someone I really enjoy sharing emotions and special events with.
7. Because this person really wants me to be a close friend.
8. Because my commitment to him/her is personally very important to me.
B. Why do I spend time with my friend?
9. Because my friend would get mad at me if I didn’t.
10. Because it is fun spending time with him/her.
11. Because I think it is what friends are supposed to do.
12. Because I really value spending time with my friend.
C. Why do I listen to my friend’s problems‚ or to what my friend has to say?
13. Because it’s interesting and satisfying to be able to share like that.
14. Because I would feel guilty if I did not.
15. Because my friend praises me and makes me feel good when I do.
16. Because I really value getting to know my friend better.
D. Why do I keep promises to my friend?
17. Because I believe it is an important personal attribute to live up to my promises to a friend.
18. Because I would feel bad about myself if I didn’t.
19. Because I really enjoy following through on my promises.
20. Because it would threaten our friendship if I were not trustworthy.

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15 مهر 1391

HAMILTON ANXIETY SCALE (HAM-A)
Patient Name _________________________________________ Today’s Date __________________
The Hamilton Anxiety Scale (HAM-A) is a rating scale developed to quantify the severity of anxiety symptomatology‚ often used in psychotropic drug evaluation. It consists of 14 items‚ each defined by a series of symptoms. Each item is rated on a 5-point scale‚ ranging from 0 (not present) to 4 (severe).
0 = Not present to 4 = Severe
1. ANXIOUS MOOD
• Worries
• Anticipates worst
2. TENSION
• Startles
• Cries easily
• Restless
• Trembling
3. FEARS
• Fear of the dark
• Fear of strangers
• Fear of being alone
• Fear of animal
4. INSOMNIA
• Difficulty falling asleep or staying asleep
• Difficulty with Nightmares
5. INTELLECTUAL
• Poor concentration
• Memory Impairment
6. DEPRESSED MOOD
• Decreased interest in activities
• Anhedoni
• Insomnia
7. SOMATIC COMPLAINTS: MUSCULAR
• Muscle aches or pains
• Bruxism
8. SOMATIC COMPLAINTS: SENSORY
• Tinnitus
• Blurred vision
9. CARDIOVASCULAR SYMPTOMS
• Tachycardia
• Palpitations
• Chest Pain
• Sensation of feeling faint
10. RESPIRATORY SYMPTOMS
• Chest pressure
• Choking sensation
• Shortness of Breath
11. GASTROINTESTINAL SYMPTOMS
• Dysphagia
• Nausea or Vomiting
• Constipation
• Weight loss
• Abdominal fullness
12. GENITOURINARY SYMPTOMS
• Urinary frequency or urgency
• Dysmenorrhea
• Impotence
13. AUTONOMIC SYMPTOMS
• Dry Mouth
• Flushing
• Pallor
• Sweating
14. BEHAVIOR AT INTERVIEW
• Fidgets
• Tremor
• Paces

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15 مهر 1391

The Scale (12-vignette version)

These items pertain to a series of hypothetical sketches. Each sketch describes an incident and lists three ways of responding to it. Please read each sketch‚ imagine yourself in that situation‚ and then consider each of the possible responses. Think of each response option in terms of how likely it is that you would respond that way. (We all respond in a variety of ways to situations‚ and probably most or all responses are at least slightly likely for you.) If it is very unlikely that you would respond the way described in a given response‚ you should circle answer 1 or 2. If it is moderately likely‚ you would se‎lect a number in the mid range‚ and if it is very likely that you would respond as described‚ you would circle answer 6 or 7.

1. You have been offered a new position in a company where you have worked for some time. The first question that is likely to come to mind is:

a) What if I can't live up to the new responsibility?

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely

b) Will I make more at this position?

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
c) I wonder if the new work will be interesting.

 

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
2.You have a school-age daughter. On parents' night the teacher tells you that your daughter is doing
poorly and doesn't seem involved in the work. You are likely to:
a) Talk it over with your daughter to understand further what the problem is.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
b) Scold her and hope she does better.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
c) Make sure she does the assignments‚ because she should be working harder.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
3. You had a job interview several weeks ago. In the mail you received a form letter which states that the position has been filled. It is likely that you might think:
a) It's not what you know‚ but who you know.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
b) I'm probably not good enough for the job.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
c) Somehow they didn't see my qualifications as matching their needs.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
4. You are a plant supervisor and have been ch‎arged with the task of allotting coffee breaks to three workers who cannot all break at once. You would likely handle this by:
a) Telling the three workers the situation and ha‎ving them work with you on the schedule.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
b) Simply assigning times that each can break to avoid any problems.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
c) Find out from someone in authority what to do or do what was done in the past.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
5. A close (same-sex) friend of yours has been moody lately‚ and a couple of times has become very angry with you over "nothing." You might:
a) Share your observations with him/her and try to find out what is going on for him/her.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
b) Ignore it because there's not much you can do about it anyway.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
c) Tell him/her that you're willing to spend time together if and only if he/she makes more effort to control him/herself.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
6. You have just received the results of a test you took‚ and you discovered that you did very poorly.
Your initial reaction is likely to be:
a) "I can't do anything right‚" and feel sad.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
b) "I wonder how it is I did so poorly‚" and feel disappointed.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
c) "That stupid test doesn't show anything‚" and feel angry.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
7. You have been invited to a large party where you know very few people. As you look forward to the evening‚ you would likely expect that:
a) You'll try to fit in with whatever is happening in order to have a good time and not look bad.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
b) You'll find some people with whom you can relate.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
c) You'll probably feel somewhat isolated and unnoticed.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
8. You are asked to plan a picnic for yourself and your fellow employees. Your style for approaching
this project could most likely be ch‎aracterized as:
a) Take ch‎arge: that is‚ you would make most of the major decisions yourself.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
b) Follow precedent: you're not really up to the task so you'd do it the way it's been done before.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
c) Seek participation: get inputs from others who want to make them before you make the final plans.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
9. Recently a position opened up at your place of work that could have meant a promotion for you. However‚ a person you work with was offered the job rather than you. In evaluating the situation‚ you're likely to think:
a) You didn't really expect the job; you frequently get passed over.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
b) The other person probably "did the right things" politically to get the job.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
c) You would probably take a look at factors in your own performance that led you to be passed over.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
10.You are embarking on a new career. The most important consideration is likely to be:
a) Whether you can do the work without getting in over your head.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
b) How interested you are in that kind of work.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
c) Whether there are good possibilities for advancement.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
11. A woman who works for you has generally done an adequate job. However‚ for the past two weeks her work has not been up to par and she appears to be less actively interested in her work. Your reaction is likely to be:
a) Tell her that her work is below what is expected and that she should start working harder.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
b) Ask her about the problem and let her know you are available to help work it out.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
c) It's hard to know what to do to get her straightened out.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
12. Your company has promoted you to a position in a city far from your present location. As you think about the move you would probably:
a) Feel interested in the new challenge and a little nervous at the same time.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
b) Feel excited about the higher status and salary that is involved.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely
c) Feel stressed and anxious about the upcoming changes.

1

2

3

4

5

6

7

very unlikely

 

 

moderately likely

 

 

very likely

http://selfdeterminationtheory.org/

توسط: کارشناس ندای مهر
15 مهر 1391
Suicide Measure Author Address
Adult Suicidal Ideation Questionnaire
Reynolds‚ WilliamM.
William M. Reynolds

University of British Columbia

Department of Education
Psychology
2125 Main Mallnue
Vancouver‚ BC V6T I24
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Beck Hopelessness Scale Beck‚ Aaron T. Psychological Corporation

555 Academic Court
San Antonio‚ TX 78204
Attn: Clinical Sales
1-800-211-8378
Beck Scale for Suicide
Ideation
Beck‚ Aaron T. Aaron T. Beck
University of Pennsylvania
The Science Center‚ Room 754
3600 Market Street
Philadelphia‚ PA 19104-2648
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Brief Reasons for Living Inventory
Ivanoff‚ Andre Andre Ivanoff
Columbia University
School of Social Work
704 McVickar Hall

622 West 113th. Street

New York‚ NY 10025
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College Students Reasons for Living Inventory

Westefeld‚ John S. John S. Westefeld

Department of Psychological and

Quantitative Foundations
University of Iowa
Iowa City‚ Iowa 52242
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Firestone Assessment of Self-Destructive Thoughts

Firestone‚ Robert W. Robert W. Firestone

The Glendon Association

5383 Hollister Ave.‚ Suite 230

Santa Barbara‚ CA 93111
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Lethality Scale Beck‚ Aaron T. Aaron T. Beck

University of Pennsylvania
The Science Center‚ Room 754
3600 Market Street
Philadelphia‚ PA 19104-2648
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Suicide Assessment 54
Lifetime Parasuicide Count

Linehan‚ Marsha M. Marsha M. Linehan

Behavioral Research & Therapy Clinics

Department of Psychology‚ Box

351525
University of Washington
Seattle‚ Washington 98195
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Linehan Reasons for Living Inventory

Linehan‚ Marsha M. Marsha M. Linehan

Behavioral Research & Therapy Clinics

Department of Psychology‚ Box

351525
University of Washington
Seattle‚ Washington 98195
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Modified Scale for Suicide Ideation

Miller‚ Ivan W. Ivan W. Miller

Box G-RI
Brown University
Providence‚ RI 02912-G-RI

Paykel Suicide Scale Paykel‚ E.S. E.S. Paykel

University of Cambridge
Department of Psychiatry
Addenbrooke’s Hospital
Cambridge‚ CB2 2AA
ENGLAND
Parasuicide History Inventory

Linehan‚ Marsha M. Marsha M. Linehan

Behavioral Research & Therapy Clinics

Department of Psychology‚ Box

351525
University of Washington
Seattle‚ Washington 98195
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Quiz on Depression and Suicide in Later Life

Pratt‚ C.C. C.C. Pratt

Department of Human Development

and Family Studies
Oregon State University
Corvallis‚ OR 97331-5102

SAD Persons Scale Patterson‚ W.M. W.M. Patterson

Smolian Clinic
Room 210
Department of Psychiatry
University Station
Birmingham‚ AL 15294

Scale for Suicide Ideation Beck‚ Aaron T. Aaron T. Beck

University of Pennsylvania
The Science Center‚ Room 754
3600 Market Street
Philadelphia‚ PA 19104-2648
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Scale for Suicide Ideation-Worst
Beck‚ Aaron T. Aaron T. Beck
University of Pennsylvania
The Science Center‚ Room 754
3600 Market Street
Philadelphia‚ PA 19104-2648
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Self-Inflicted Injury Severity Form

Potter‚ Lloyd Lloyd Potter

Centers for Disease Control and

Prevention
National Center for Injury
Prevention and Control
4770 Buford Highway‚ N.E.
Mailstop K-60
Atlanta‚ GA 30341

Self-Monitoring Suicide Ideation Scale

Clum‚ George A. George A. Clum

Psychology
5093G Derring Hall
Blacksburg‚ VA 24061
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Suicidal Behaviors Interview
Ivanoff‚ Andre Andre Ivanoff
Columbia University
School of Social Work
704 McVickar Hall

622 West 113th. Street

New York‚ NY 10025
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Suicide Behaviors Questionnaire

Linehan‚ Marsha M. Marsha M. Linehan

Behavioral Research & Therapy Clinics

Department of Psychology‚ Box

351525
University of Washington
Seattle‚ Washington 98195
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Suicide Ideation Scale Rudd‚ M. David David Rudd

Professor of Psychology
Department of Psychology
Baylor University
P.O. Box 97334
Waco. TX 76798-7334
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Suicidal Ideation Screening Questionnaire

Cooper-Patrick‚ Lisa Lisa Cooper-Patrick

Welch Center for Prevention‚

Epidemiology and Clinical Research

2024 E. Monument St.‚ Suite 2-600

Baltimore‚ MD 21205-2223

Suicide Intent Scale Beck‚ Aaron T. Aaron T. Beck

University of Pennsylvania
The Science Center‚ Room 754
3600 Market Street
Philadelphia‚ PA 19104-2648
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Suicide Intervention Response Inventory

Neimeyer‚ Robert A. Robert A. Neimeyer

Department of Psychiatry
Clinical Sciences Center
600 Highland Ave.
Madison‚ WI 53792
Suicide Intervention
Response Inventory –2

Neimeyer‚ Robert A. Robert A. Neimeyer

Department of Psychiatry
Clinical Sciences Center
600 Highland Ave.
Madison‚ WI 53792
Suicide Opinion Questionnaire
Domino‚ George George Domino
Department of Psychology
University of Arizona
Tucson‚ AZ 85721
Suicide Potential Lethality Scale

Holmes‚ Cooper B. Cooper B. Holmes

Department of Psychology
Emporial SU
1200 Commercial
Emporia‚ KS 66801

Journal of Consulting & Clinical

Psychology‚ 48‚ 383-387

Suicide Probability Scale Cull‚ J.G. & Gill‚ W.S.

Western Psychological Services

Publishers and Distributors
12031 Wilshire Boulevard
Los Angeles‚ CA 90025-1251

Suicide Status Form Jobes‚ David A. David A. Jobes

Catholic University
Department of Psychology
Washington‚ DC 20064
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توسط: کارشناس ندای مهر
15 مهر 1391

The General Causality Orientations Scale (GCOS)
The Scale (17-vignette version)
On these pages you will find a series of vignettes. Each one describes an incident and lists three ways of responding to it. Please read each vignette and then consider the responses in turn. Think of each response option in terms of how likely it is that you would respond in that way. We all respond in a variety of ways to situations‚ and probably each response is at least slightly likely for you. If it is very unlikely that you would respond in the way described in a given response‚ you would se‎lect numbers 1 or 2. If it is moderately likely‚ you would respond in the midrange of numbers; and if it is very likely that you would respond as described‚ you would se‎lect the 6 or 7. Please se‎lect one number for each of the three responses on the answer sheet for each vignette. The actual items begin on the next page.
1. You have been offered a new position in a company where you have worked for some time. The first question that is likely to come to mind is:
a) What if I can't live up to the new responsibility?

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) Will I make more at this position?

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) I wonder if the new work will be interesting.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

2. You had a job interview several weeks ago. In the mail you received a form letter which states that the position has been filled. It is likely that you might think:
a) It's not what you know‚ but who you know.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) I'm probably not good enough for the job.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) Somehow they didn't see my qualifications as matching their needs.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

3. You are a plant supervisor and have been ch‎arged with the task of allotting coffee breaks to three workers who cannot all break at once. You would likely handle this by:
a) Telling the three workers the situation and ha‎ving them work with you on the schedule.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) Simply assigning times that each can break to avoid any problems.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) Find out from someone in authority what to do or do what was done in the past.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

4. You have just received the results of a test you took‚ and you discovered that you did very poorly. Your initial reaction is likely to be:
a) "I can't do anything right‚" and feel sad.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) "I wonder how it is I did so poorly‚" and feel disappointed.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) "That stupid test doesn't show anything‚" and feel angry.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

5. When you and your friend are making plans for Saturday evening‚ it is likely that you would:
a) Leave it up to your friend; he (she) probably wouldn’t want to do what you’d suggest.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) Each make suggestions and then decide together on something that you both feel like doing.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) Talk your friend into doing what you want to do.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

6. You have been invited to a large party where you know very few people. As you look forward to the evening‚ you would likely expect that:
a) You'll try to fit in with whatever is happening in order to have a good time and not look bad.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) You'll find some people with whom you can relate.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) You'll probably feel somewhat isolated and unnoticed.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

7. You are asked to plan a picnic for yourself and your fellow employees. Your style for approaching this project could most likely be ch‎aracterized as:
a) Take ch‎arge: that is‚ you would make most of the major decisions yourself.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) Follow precedent: you're not really up to the task so you'd do it the way it's been done before.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) Seek participation: get inputs from others who want to make them before you make the final plans.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

8. Recently a position opened up at your place of work that could have meant a promotion for you. However‚ a person you work with was offered the job rather than you. In evaluating the situation‚ you're likely to think:
a) You didn't really expect the job; you frequently get passed over.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) The other person probably "did the right things" politically to get the job.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) You would probably take a look at factors in your own performance that led you to be passed over.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

9 . You are embarking on a new career. The most important consideration is likely to be:
a) Whether you can do the work without getting in over your head.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) How interested you are in that kind of work.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) Whether there are good possibilities for advancement.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

10. A woman who works for you has generally done an adequate job. However‚ for the past two weeks her work has not been up to par and she appears to be less actively interested in her work. Your reaction is likely to be:
a) Tell her that her work is below what is expected and that she should start working harder.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) Ask her about the problem and let her know you are available to help work it out.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) It's hard to know what to do to get her straightened out.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

11. Your company has promoted you to a position in a city far from your present location. As you think about the move you would probably:
a) Feel interested in the new challenge and a little nervous at the same time.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) Feel excited about the higher status and salary that is involved.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) Feel stressed and anxious about the upcoming changes.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

12. Within your circle of friends‚ the one with whom you choose to spend the most time is:
a) The one with whom you spend the most time exchanging ideas and feelings.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) The one who is the most popular of them.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) The one who needs you the most as a friend.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

13. You have a school-age daughter. On parents' night the teacher tells you that your daughter is doing poorly and doesn't seem involved in the work. You are likely to:
a) Talk it over with your daughter to understand further what the problem is.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) Scold her and hope she does better.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) Make sure she does the assignments‚ because she should be working harder.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

14. Your friend has a habit that annoys you to the point of making you angry. It is likely that you would:
a) Point it out each time you notice it‚ that way maybe he(she) will stop doing it.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) Try to ignore the habit because talking about it won’t do any good anyway.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) Try to understand why your partner does it and why it is so upsetting for you.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

15. A close (same-sex) friend of yours has been moody lately‚ and a couple of times has become very angry with you over "nothing." You might:
a) Share your observations with him/her and try to find out what is going on for him/her.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) Ignore it because there's not much you can do about it anyway.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) Tell him/her that you're willing to spend time together if and only if he/she makes more effort to control him/herself.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

16. Your friend’s younger sister is a freshman in college. Your friend tells you that she has been doing badly and asks you what he (she) should do about it. You advise him (her) to:
a) Talk it over with her and try to see what is going on for her.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) Not mention it; there’s nothing he (she) could do about it anyway.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) Tell her it’s important for her to do well‚ so she should be working harder.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

17. You feel that your friend is being inconsiderate. You would probably:
a) Find an opportunity to explain why it bothers you; he (she) may not even realize how much it is bothering you.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

b) Say nothing; if your friend really cares about you he (she) would understand how you fell.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

c) Demand that your friend start being more considerate; otherwise you’ll respond in kind.

1
2
3
4
5
6
7
very unlikely
moderately likely
very likely

این آزمون و آزمونهای مرتبط با آن از نشانی زیر اخذ شده است .
http://selfdeterminationtheory.org
Studies that Used the GCOS
Validation Article
Deci‚ E. L.‚ & Ryan‚ R. M. (1985). The general causality orientations scale: Self-determination in
personality. Journal of Research in Personality‚ 19‚ 109-134.
Validation Article for the French Version
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