Impulsivity Level 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
- Definitely yes
- Probably yes
- Probably no
- No, not always
- Definitely yes
- Probably yes
- Probably no
- Definitely no
- Definitely yes
- Probably yes
- Probably no
- Definitely no
Impulsivity Level Questionnaire Test - Description and methodology of the test
For readers who want to examine how quickly they act, persist, react, and redirect attention, the Impulsivity Level Questionnaire Test offers a structured self-report portrait. As an impulsivity assessment, this questionnaire can support personal reflection on goals, emotional responses, or unfinished plans. The result describes a general tendency rather than a judgment about character, helping you identify patterns worth observing in daily life.
What This Assessment Explores
The questionnaire examines impulsivity as a self-regulation pattern, contrasting immediate reactions with sustained, goal-directed behavior. It suits readers reflecting on unfinished tasks, changing interests, responses to criticism, deadline pressure, or uncertainty about personal direction.
The Impulsivity Index spans 20-80: Low 20-35, Moderate 36-66, and High 67-80. Higher scores indicate lower self-control, less stable interests, and weaker persistence; lower scores reflect goal-directedness and completing initiated tasks.
The items group these situations into impulsivity patterns, while the single index summarizes them as a broader impulsivity tendency rather than producing separate emotional or mood scores. These thematic groups help explain the overall result:
- Goal persistence shows whether you continue activities toward an intended outcome.
- Emotional control reflects responses to criticism, provocation, and pressure.
- Mood stability captures shifts that may influence reactions without a clear trigger.
- Self-direction and interest stability indicate how consistently you maintain plans and engagement.
Methodology and Scientific Basis
Each item offers four ordered choices. Depending on wording, options express certainty, frequency, agreement, or control under pressure, from definitely yes to definitely no or very often to almost never. The format captures degrees rather than a simple yes-or-no response.
Responses produce an overall impulsivity score. Higher totals represent more impulsivity and lower self-control; lower totals represent greater persistence and goal orientation. The total summarizes the situations covered by the items rather than predicting every reaction.
Conceptually, the questionnaire is consistent with Losenkov’s Impulsivity Questionnaire (1979), which connects impulsivity with self-regulation, goal direction, perseverance, and changing interests. Losenkov’s 2013 treatment presents the same construct, while Sheinov and Dziavitsyn (2022) report development and validation of a short version. The online form has no established norms or psychometric evidence of its own, so findings from Losenkov’s validated short version should not be transferred to it.
This result is a self-report snapshot shaped by current context, mood, and self-awareness. It can suggest patterns to observe over time; firm conclusions require broader information than one questionnaire.
- Losenkov, V. A. (1979). Impulsivity. In V. A. Yadov (Ed.), Self-Regulation and Prediction of Individual Social Behavior: Dispositional Concept (pp. 230-232). Leningrad: Nauka.
- Losenkov, V. A. (2013). Impulsivity. In V. A. Yadov, A. A. Semenov, V. V. Vodzinskaya, V. N. Kayurova, A. A. Kissel, G. I. Saganenko, L. V. Bozrikova, V. N. Uzunova, V. S. Magun, A. Goshtautas, V. A. Losenkov, E. E. Smirnova, and L. D. Doktorova, Self-Regulation and Prediction of Individual Social Behavior: Dispositional Concept (2nd ed., pp. 286-289). Moscow: TsSPiM.
- Sheinov, V. P., and Dziavitsyn, A. S. (2022). Short Version of V. A. Losenkov’s Impulsivity Questionnaire: Development and Validation. RUDN Journal of Psychology and Pedagogics, 19(4), 820-838. 10.22363/2313-1683-2022-19-4-820-838
Updated: