Questionnaire on Mindful Regulation of Learning Activities, QMRLA Test - the question form

1. I have a clear understanding of why I am studying at university.

2. I usually have a clear idea of the expected outcome of my academic work from the very beginning.

3. I have a good understanding of the conditions under which I study.

4. As a rule, I anticipate not only the immediate but also the longer-term consequences of my actions in my studies.

5. I do not bother to plan my academic work.

6. When preparing for classes, I decide in what order to study the material.

7. I carefully monitor how my studying is going at all stages.

8. I do not have clear benchmarks that would allow me to evaluate my academic performance.

9. I always make necessary changes to my academic work on time.

10. When making decisions about my academic work, I do not think about the goals of my studies.

11. I can give a specific answer to the question, “What am I studying for?”

12. I find it difficult to reconcile my academic goals with one another.

13. I often do not understand how to use the current situation to achieve good results in my studies.

14. I usually have a clear idea of how to find a way out of a difficult situation in my studies.

15. When planning my academic tasks, I arrange them in a certain order.

16. I usually coordinate different types of academic work with each other.

17. I notice my mistakes in time when completing academic assignments.

18. I evaluate my academic achievements in relation to my university study goals.

19. I often cannot change anything in my academic work on my own.

20. I make important decisions related to my academic work only when I can foresee their consequences.

21. I do not think about the question, "What do I want to achieve by studying at university?"

22. Sticking closely to my academic goals is not for me.

23. I understand well what in my life helps my studies and what interferes with them.

24. I usually anticipate the consequences of my actions in my studies.

25. When planning my studies, I make sure that my academic tasks do not interfere with one another.

26. When preparing for classes, I do not think in advance about how I will answer.

27. I find it difficult to check on my own whether I have reached the required level of preparation for classes.

28. I evaluate my academic achievements without referring to the learning conditions.

29. When I notice even minor problems in my studies, I make changes right away.

30. As a rule, I do not think much before making decisions about my studies.

31. I have no doubt that studying at university is an important stage in my life.

32. I divide all the goals I pursue in my academic work into primary and secondary goals.

33. It is hard for me to figure out what level of achievement in my studies is within my capabilities.

34. I usually cannot anticipate more than one way to achieve my academic goals.

35. My academic plans take into account the conditions in which I have to study.

36. When preparing for classes, I estimate in advance how much time I will need to study a particular topic.

37. It makes no sense to compare my academic results with what was planned.

38. My assessment of my own academic achievements often matches my instructors' assessment.

39. When completing academic assignments, I usually revise and correct them until I achieve the desired result.

40. The decisions I make about my studies are always consistent with one another.