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Learning Resistance Determinants Severity Questionnaire Test

Understand what drives a student’s resistance to learning in about 4 minutes. Get fast, actionable insights to tailor support and boost engagement with 19 targeted items.
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Questions: 194 minutes
Hi! My name is Freudly, i am an AI therapist, I will give you an interpretation of the test after you complete it.
08:30
October 2, 2025
October 2, 2025
Material has been updated
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Scale Explorer
How the Scales are Structured
example score
3/5
Excessive Subjective Difficulty of Learning (ESDoL)
Measures the extent to which the learner subjectively experiences the learning process as overly difficult relative to their capabilities.
Low difficulty
Moderate difficulty
High difficulty
1 – 2.4: Low difficulty | 2.5 – 3.6: Moderate difficulty | 3.7 – 5: High difficulty
A score of 3 indicates a moderate sense that learning feels challenging, suggesting occasional mismatch between perceived demands and available resources or skills.
example score
3/5
Mismatch With Academic Expectations (MWAE)
Measures the extent to which the learning process and curriculum feel misaligned with a student’s expectations and perceived relevance.
Aligned expectations
Mixed fit
Strong mismatch
1 – 2.3: Aligned expectations | 2.4 – 3.6: Mixed fit | 3.7 – 5: Strong mismatch
A score of 3 indicates a moderate mismatch, suggesting the curriculum or learning approach sometimes feels less relevant or not fully meeting expectations.
example score
3/5
Academic Anxiety (AA)
Measures the intensity of anxiety specifically tied to academic tasks and situations in the learning process.
Low
Moderate
High
1 – 2.3: Low | 2.4 – 3.6: Moderate | 3.7 – 5: High
A score of 3 indicates a moderate level of academic anxiety, suggesting occasional worry about academic performance that may arise in specific learning situations.
example score
3/5
Psychological Trauma Triggers (PTT)
Measures how strongly the learning situation may activate or intensify unresolved distressing personal experiences that contribute to resistance to learning.
Low
Moderate
High
1 – 2.3: Low | 2.4 – 3.6: Moderate | 3.7 – 5: High
A score of 3 indicates a moderate likelihood that elements of the educational environment can trigger sensitive personal experiences that may reduce engagement.
example score
2/5
Meaning Barrier (MB)
Measures the extent to which a student resists learning due to perceived unfairness, negative emotions, or value/worldview conflict with the teacher or teaching approach.
Low
Moderate
High
1 – 2.3: Low | 2.4 – 3.6: Moderate | 3.7 – 5: High
A score of 2 indicates low semantic resistance, suggesting minimal protest or value-based conflict that would interfere with accepting the teacher’s demands or learning approach.
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DATA-BASED USER COHORTS
Who Usually Takes This Test?
University students struggling
46%OF USERS
Students take it when they feel unmotivated, overwhelmed, or resistant to coursework and want to understand what is blocking their learning.
Instructors and tutors
32%OF USERS
Teachers use it to spot which classroom factors trigger resistance and to adjust methods, workload, and communication.
Educational psychologists
22%OF USERS
Counselors and psychologists administer it to identify stress, insecurity, or mindset barriers and plan targeted support for students.
BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.
RESULTS YOU CAN ACTUALLY USE
What You’ll See After You Finish the Test
Scale Results
— Explained Clearly
Your scores across each test scale, translated into plain, usable insights. Not just numbers, but what they actually mean for your daily life, emotional state, and overall well-being.
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Interpretation
A structured, clinically grounded explanation. Our AI analyzes patterns and relationships between scales to provide a coherent interpretation — without alarmist language.
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Comparison
See how you compare to others. Your scores are placed in a statistical context, showing percentiles and trends based on anonymized platform data to help you understand what`s typical.
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Recommendations
Actionable guidance tailored to your profile. Receive clear, realistic suggestions you can apply immediately — focused on coping, self-regulation, and realistic next steps.
AI-Detected
Insights
Key patterns you might not notice on your own. Surfacing subtle connections in your responses that help you better understand what may be driving your current results.
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an AI Psychologist
Clarify, reflect, and explore right away. Talk through your outcomes, ask questions, and explore meanings in a calm, non-diagnostic dialogue environment.
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Used in 52+ countries
Benchmarking
See How You Compare
Once you finish the test, your results will be compared with real-world data from people in your country.
Below is a preview of the benchmarks we use to place your score in context.
Excessive Subjective Difficulty of Learning (ESDoL)
Average
2.4
Normal range
1.7 — 3.1
min.
1
max.
5
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Mismatch with Academic Expectations (MwAE)
Average
2.3
Normal range
1.7 — 3
min.
1
max.
5
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Academic Anxiety (AA)
Average
4
Normal range
3.3 — 4.6
min.
1
max.
5
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Triggers of Psychological Trauma (ToPT)
Average
2.8
Normal range
2 — 3.5
min.
1
max.
5
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Semantic barrier (Sb)
Average
3.8
Normal range
3.2 — 4.4
min.
1
max.
5
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
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CLEAR ANSWERS TO COMMON QUESTIONS
Frequently Asked Questions

Any questions left?

What does this questionnaire measure?
It screens factors in the learning environment and in personal attitudes that are linked to resistance to learning. It indicates which conditions may reduce readiness to engage with new material.
Who is this questionnaire intended for?
It is intended for students in educational settings, including higher education. It may be administered by instructors, advisors, or mental health staff as part of routine support.
How long does it take to complete and how many items are included?
Completion time is about 4 minutes. The questionnaire includes 19 items.
How should items be answered?
Each item should be answered based on typical experience during learning, not isolated events. Responses should reflect the first, most accurate impression.
How should the results be used?
Results are used to identify likely barriers such as stress, low confidence, disagreement with instructional methods, or communication problems. They support planning of instruction and targeted support rather than serving as a diagnosis.
WHAT THE TEST MEASURES
About This Assessment
Questionnaire on the Intensity of Determinants of Resistance to Learning Test

Learning Resistance Determinants Severity Questionnaire Test

academic motivation

This questionnaire is designed to assess factors associated with reluctance to engage in learning and openness to new academic information. The Learning Resistance Determinants Severity Questionnaire provides a brief, structured self-report approach for identifying perceived barriers that may interfere with participation, motivation, and instructional responsiveness.

The measure contains 19 items and typically requires about 4 minutes to complete. Items are intended to capture common attitudinal and situational contributors to learning resistance that may be relevant to educational planning, consultation, or supportive intervention. When interpreted in context, the Learning Resistance Determinants Severity Questionnaire can help clarify targets for addressing engagement-related obstacles (e.g., classroom climate, instructional fit, or student readiness). Author reference: C. S. Dweck.

Author: C. S. Dweck
Literature: Knowles, M. S., Holton, E. F., & Swanson, R. A. The adult learner: The definitive classic in adult education and human resource development. Routledge. 2015.
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