Assessment of the Developmental Stages of Subjectivity Formation Test - the question form

do it the same way as others, without thinking about it

make an effort to complete the task at a higher level than others

do it the same way as others, but check whether I have made any mistakes

can review other people’s work and find ways to correct errors

watch how others do it

think about possible ways to continue or build on the completed task

I make a plan with self-development in mind.

I do not think about it and do the same as others.

I first look at how others plan their work.

I follow others’ example, but check whether I have made any mistakes.

I make an effort, when planning, not to miss important points and to carry it out to a high standard.

I objectively anticipate the results of my work.

ask others how they answered and answer the same way

ask others what they answered and then answer after thinking it through

ask others what they answered and make extra efforts to find the correct answer and do better than others

try to do better than others on the test and, after finishing, make sure to check the course materials to see whether I answered correctly

ask others what they answered and, if I determine they answered incorrectly, point out their mistakes

take the test on my own, regardless of whether I know the answers to the questions or not

I do it and ask my classmates to check that it was done correctly.

I know better than others how to do it correctly.

I think about the possible prospects of working in this direction.

I carry out the assignment in the most effective way.

I do it without thinking about it.

I first observe how others carry out the assignment.

I will use my own tried-and-tested way of solving study-related problems.

I think that any difficulty creates new opportunities and will look for the best way to resolve it.

I need good advice on how to get out of the situation.

I will watch how others handle similar situations.

I analyze my own and others’ mistakes, their possible causes, and ways to correct them.

I need someone to point out my mistakes.

can teach others how to apply them

will first observe how others apply this knowledge and these skills

know how I will use them to achieve higher results in my studies

do not think about it; I apply them depending on the situation and the procedure

will use what is new, accepting the possibility of making mistakes in applying it

will definitely use the new things I have mastered

Without thinking much, I do it the same way others do.

I know how to make the presentation successful.

Classmates ask me for help.

I prepare the material and ask an instructor or classmates to check whether I have made any mistakes.

I make an effort to ensure the presentation is complete, vivid, and engaging.

I observe how others do it.

I think that any difficulties are opportunities for self-development.

I act on the advice of more successful classmates.

I try other ways of achieving the result in order to choose the best one.

I make sure to analyze the reasons for the failure.

I look at what others do in that situation.

I ask more successful classmates to point out my mistakes, and I correct them.

I make a plan of action and work in a goal-directed way.

I try to implement my creative ideas in the project.

I count on help from classmates and my supervisor.

I first need to familiarize myself with the rules for the assignment.

I am familiar with the requirements and often act as a consultant for my classmates.

I follow my usual way of preparing an academic assignment.

I suggest ideas, but I doubt whether they are correct.

I suggest developing the content after first defining criteria for success, and I critically evaluate others’ ideas.

I observe how my classmates interact and listen to what they suggest.

I suggest ideas that I have already tested.

I agree with simple ideas that have already been tested.

I try to generate creative ideas that will enhance the content of our task or project.