What Are My Weaknesses Quiz

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
- I agree and plan to absorb the extra pressure myself.
- I explain my limit and offer a smaller form of help if I genuinely can.
- I decline clearly without giving a long defense.
- I say yes at first, then try to rearrange or withdraw later.
- Try to fit both in, even if each receives less attention than it needs.
- Choose based on consequences and communicate promptly about the other one.
- Delay deciding until circumstances make the choice for me.
- Choose one fairly quickly, though I may not explain the change immediately.
- Correct the record promptly and stick to specific facts.
- Let it pass unless the same thing happens again.
- Add a calm clarification when there is a natural opening.
- Say nothing, then replay the situation and wish I had spoken up.
What Are My Weaknesses Quiz - Description and methodology of the test
Designed for people who want to understand recurring difficulties without fixed labels, this assessment identifies which current pattern may need attention through everyday choices and setbacks. The What Are My Weaknesses Quiz frames personal concerns through observable patterns rather than identity. It addresses the question of what my weakness is, using this quiz to identify a current growth edge that can be examined and changed.
What This Assessment Explores
This weakness quiz examines limits, competing demands, unfinished work, comparison, criticism, and disappointment. The focus stays on behaviors you can notice in life. It frames what your weakness is as a recurring pattern revealed through this quiz, not a fixed flaw.
These are the three result dimensions:
- Assertiveness and Boundaries (0-15) reflects difficulty expressing needs, declining requests, and responding when limits are crossed; Clear self-advocacy (0-5), Context-dependent voice (6-10), or Prominent growth edge (11-15).
- Follow-Through and Prioritization (0-15) reflects difficulty choosing priorities, starting tasks, and sustaining progress; Steady execution (0-5), Situational friction (6-10), or Prominent growth edge (11-15).
- Self-Criticism and Setback Recovery (0-15) reflects harsh self-judgment, second-guessing, and difficulty regaining perspective after setbacks; Balanced recovery (0-5), Lingering self-doubt (6-10), or Prominent growth edge (11-15).
The highest score marks the strongest growth edge; scores within one point suggest a blended pattern.
Methodology and Scientific Basis
Each item presents a situation with response options. You select the reaction closest to your usual pattern; the options show different responses across contexts, and item-to-score weighting is not specified. The format describes tendencies rather than judging a single answer.
One score is reported for each dimension. The highest score indicates the strongest current growth edge, while scores within one point form a blended result. The result can show what my biggest weakness may be; this quiz points to a current behavior or habit worth examining. The online scoring has no stated population norms or independent standardization, so the bands organize reflection rather than establish clinical cutoffs.
Its conceptual anchors are specific. Self-criticism and recovery are consistent with the Forms of Self-Criticising/Attacking and Self-Reassuring Scale, known as FSCRS; assertiveness connects with Rathus’s work on assertive behavior; follow-through themes align with self-control research by Tangney, Baumeister, and Boone. The questionnaire is conceptually consistent with these works, not an adaptation, so their reliability and validity findings should not be transferred to it.
Responses may shift with stress or context; treat the result as a snapshot.
- Gilbert, Paul, Madeline Clarke, Susanne Hempel, J. N. V. Miles, and Chris Irons. "Criticizing and reassuring oneself: An exploration of forms, styles and reasons in female students." British Journal of Clinical Psychology, 43(1), 31-50, 2004. 10.1348/014466504772812959
- Rathus, Spencer A. "A 30-item schedule for assessing assertive behavior." Behavior Therapy, 4(3), 398-406, 1973. 10.1016/S0005-7894(73)80120-0
- Tangney, June P., Roy F. Baumeister, and Angie Luzio Boone. "High self-control predicts good adjustment, less pathology, better grades, and interpersonal success." Journal of Personality, 72(2), 271-324, 2004. 10.1111/j.0022-3506.2004.00263.x
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