Adolescent or Parent Self-Regulatory Inventory (ASRI)

1.    It’s hard for me to notice when I’ve ―had enough‖ (sweets‚ food‚ etc.).
2.    When I’m sad‚ I can usually start doing something that will make me feel better.
3.    If something isn’t going according to my plans‚ I change my actions to try and reach my goal.
4.    I can find ways to make myself study even when my friends want to go out.
5.    I lose track of the time when I’m doing something fun.
6.    When I’m bored I fidget or can’t sit still.
7.    It’s hard for me to get started on big projects that require planning in advance.
8.    I can usually act normal around everybody if I’m upset with someone.
9.    I am good at keeping track of lots of things going on around me‚ even when I’m feeling stressed.
10.When I’m ha‎ving a tough day‚ I stop myself from whining about it to my family or friends.
11.I can start a new task even if I’m already tired.
12.I lose control whenever I don’t get my way.
13.Little problems detract me from my long-term plans.
14.I forget about whatever else I need to do when I’m doing something really fun.
15.If I really want something‚ I have to have it right away.
16.During a dull class‚ I have trouble forcing myself to start paying attention.
17.After I’m interrupted or distracted‚ I can easily continue working where I left off.
18.If there are other things going on around me‚ I find it hard to keep my attention focused on whatever I’m doing.
19.I never know how much more work I have to do.
20.When I have a serious disagreement with someone‚ I can talk calmly about it without losing control.
21.It’s hard to start making plans to deal with a big project or problem‚ especially when I’m feeling stressed.
22.I can calm myself down when I’m excited or all wound up.
23.I can stay focused on my work even when it’s dull.
24.I usually know when I’m going to start crying.
25.I can stop myself from doing things like throwing objects when I’m mad.
26.I work carefully when I know something will be tricky.
27.I am usually aware of my feelings before I let them out.
28.In class‚ I can concentrate on my work even if my friends are talking.
29.When I’m excited about reaching a goal (e.g.‚ getting my driver’s license‚ going to college)‚ it’s easy to start working toward it.
30.I can find a way to stick with my plans and goals‚ even when it’s tough.
31.When I have a big project‚ I can keep working on it.
32.I can usually tell when I’m getting tired or frustrated.
33.I get carried away emotionally when I get excited about something.
34.I have trouble getting excited about something that’s really special when I’m tired.
35.It’s hard for me to keep focused on something I find unpleasant or upsetting.
36.I can resist doing something when I know I shouldn’t do it.
1=Not at all true for me‚ 2=Not very true for me‚ 3=Neither true nor untrue for me‚ 4=Somewhat true for me‚ 5= Really true for me
Reverse coding items 1‚ 2‚ 5‚ 6‚ 7‚ 8‚ 12‚ 13‚ 14‚ 15‚ 16‚ 18‚ 19‚ 21‚ 34‚ and 35
Short-term regulation items are: 2‚ 6‚ 8‚ 9‚ 11‚ 13‚ 14‚ 16‚ 17‚ 18‚ 19‚ 21‚ and 22. Long-term regulation items are: 3‚ 4‚ 12‚ 15‚ 20‚ 23‚ 25‚ 26‚ 27‚ 28‚ 29‚ 30‚ 31‚ and 36. 

Moilanen‚ K. L. (2005). The Adolescent Self-Regulatory Inventory (ASRI): A new way to measure self-regulation. Unpublished manuscript‚ University of Nebraska – Lincoln.

Moilanen‚ K. L.(2007). The Adolescent Self-Regulatory Inventory: The development and validation of a questionnaire of short-term and long-term self-regulation. Journal of Youth and Adolescence‚ 36‚ 835-848.

Moilanen‚ Kristin L.‚corresponding author Shaw‚ Daniel S.‚ and Fitzpatrick‚ Amber. 2010. Self-Regulation in Early Adolescence: Relations with Mother–Son Relationship Quality and Maternal Regulatory Support and Antagonism. Journal of Youth and Adolescence‚ 39(11)‚ 1357-1367.

Bandy‚ T. & Moore‚ K. (2010). Assessing self-regulation: A guide for out-of-school time program practitioners. Results-to-Research Brief #2010-23. Child Trends.

Moilanen . (2007)Adolescent Self-Regulatory Inventory. In: Simmons C. A.‚ Lehmann P. (eds). Tools for strengths-based assessment and evaluation‚ New York‚ NY: Springer‚ pp. 458-460. (2013). Google Scholar