Children's Behavioral Self-Regulation Style Questionnaire Test
How the Scales are Structured
Who Usually Takes This Test?
See How You Compare
Below is a preview of how scores are typically distributed across each scale.
Example Questions From the Test
- Very much like A
- Like A
- A little like A
- A little like B
- Like B
- Very much like B
- Very similar to A
- Similar to A
- Somewhat similar to A
- Somewhat similar to B
- Similar to B
- Very similar to B
- Very much like A
- Like A
- Somewhat like A
- Somewhat like B
- Like B
- Very much like B
Children's Behavioral Self-Regulation Style Questionnaire Test - Description and methodology of the test
Parents, caregivers, and educators who want to organize observations of a child's routines, promises, preparation, and response to changing demands can use the Children's Behavioral Self-Regulation Style Questionnaire Test. This children's self-regulation questionnaire helps distinguish recurring patterns in follow-through, independence, and adjustment from situations shaped by current expectations across home and school.
What This Assessment Explores
This child self-regulation profile shows dimensions; lower results invite exploration, not fixed traits:
- Responsibility (1-6) measures promise-keeping: Low 1-3.9; Moderate 4-4.9; High 5-6.
- Independence (1-6) measures autonomy: More reliant 1-3.9; Independent 4-4.9; Highly independent 5-6.
- Flexibility (1-6) measures adaptation: Low flexibility 1-3; Moderate flexibility 4; High flexibility 5-6.
- Outcome Evaluation (1-6) measures self-appraisal: Low 1-3.9; Moderate 4-4.9; High 5-6.
- Programming (action sequence, 1-6) measures sequencing: Needs structure 1-3.9; Developing planning 4-4.9; Strong planning 5-6.
- Modeling (1-6) measures goal awareness: Low 1-3.9; Average 4-4.9; High 5-6.
- Planning (goal direction, 1-6) measures goal pursuit: Low planning 1-3.9; Adequate planning 4-4.9; High planning 5-6.
Methodology and Evidence Base
Each item pairs contrasting descriptions, such as regular preparation and needing reminders. The respondent selects one of six positions from “Very much like A” to “Very much like B,” giving a graded comparison rather than a yes-or-no answer.
Instead of isolated statements, this children's behavior questionnaire presents paired descriptions with graded choices: the respondent indicates which description is closer, and neither letter carries a fixed positive or negative meaning. The questionnaire does not state how individual responses are aggregated into each displayed dimension, so its scoring logic should not be inferred from the ranges alone.
Conceptually, the questionnaire is consistent with Self-Regulation Profile Questionnaire-Junior (Morosanova & Bondarenko, 2015), a model treating self-regulation as organized, adjustable behavior. It is a related online questionnaire, not that published instrument or a stated adaptation.
Fomina, Burmistrova-Savenkova, and Morosanova (2020) add longitudinal context on links between self-regulation and well-being, but do not validate this exact form.
For this online questionnaire, no normative data, reliability estimates, or clinical cutoffs are reported; its displayed bands are descriptive. Interpret the pattern with current context and the observer’s perspective, using it to guide reflection rather than label the child.
- Morosanova, V. I., & Bondarenko, I. N. (2015). Diagnostics of Human Self-Regulation. Moscow: Kogito-Center; University Psychological Education. ISBN 978-5-89353-466-5.
- Fomina, T. G., Burmistrova-Savenkova, A. V., & Morosanova, V. I. (2020). Self-Regulation and Psychological Well-Being in Early Adolescence: A Two-Wave Longitudinal Study. Behavioral Sciences, 10(3), 67. 10.3390/bs10030067
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