C/O 2026 Self Regulation Knowledge
By: Wurst, Patricia
Instance of: Self-Regulation Knowledge Test (7-12), 2025 Version
To Print this page: Click Here
For help with printing (margins, paper size, etc): Click Here
Self-regulation is a proactive, self-directed process for attaining goals, learning skills, and accomplishing tasks.
1. Plan: Do you know what you want to accomplish? Are you making plans that make sense for you? Strategies include imagine the path to my success, break it down, manage big feelings, and predict obstacles.
2. Monitor: Do you keep track of how you are doing? Do you know what`s getting in your way? Strategies include track my effort and notice my progress.
3. Adjust: How well do you handle barriers and setbacks? Do you make adjustments to stay on track rather than letting yourself get discouraged and giving up on the progress you`ve made? Strategies include brainstorm my options and choose my response.
4. Reflect: After accomplishing something, do you think about both what worked well for you and how you could do better next time? Strategies include keep doing … stop doing … and regulate even better.
The graph provides average ratings for all items within a component, and the table displays the number of students that selected each rating for individual items. In the table, some items, such as "It is hard for me to get started on a big project or assignment," are reverse scored. Selecting a rating of '1 - Not Very Like Me' means that students are demonstrating self-regulation, whereas selecting a rating of '5—Very Like Me' means that they may need to focus on self-regulation.
The quiz section shows the correct answer to each knowledge question and the percentage of students that selected the correct answer. Guide students to reflect on the results of this questionnaire and knowledge test to identify ways to continue expanding their learning and practice of self-regulation. Resources for teaching self-regulation are available at www.cccframework.org4Plan4Monitor4Adjust4Reflect
| NOT Like Me |
VERY Like Me |
|||||||
| Question | Topic | Reversed? | Reverse Corrected Average | #1 Cnt | #2 Cnt | #3 Cnt | #4 Cnt | #5 Cnt |
| 1. I plan out projects that I want to complete. | Plan | NO | 3.4 | 2 | 0 | 3 | 4 | 2 |
| 2. If an important test is coming up, I create a study plan. | Plan | NO | 3.4 | 1 | 0 | 5 | 4 | 1 |
| 3. I can usually estimate how much time my homework will take to complete. | Plan | NO | 3.3 | 2 | 2 | 1 | 3 | 3 |
| 4. It is hard for me to get started on a big assignment. | Plan | YES | 2.2 | 0 | 0 | 5 | 3 | 3 |
| 5. I have trouble remembering all the things I need to accomplish. | Monitor | YES | 2.3 | 0 | 3 | 2 | 1 | 5 |
| 6. I keep track of how I`m doing in school. | Monitor | NO | 3.2 | 3 | 0 | 3 | 2 | 3 |
| 7. I know when I`m behind on a project. | Monitor | NO | 4.6 | 0 | 0 | 0 | 4 | 7 |
| 8. I think about the progress I`ve made in reaching my goals. | Monitor | NO | 3.7 | 0 | 0 | 5 | 4 | 2 |
| 9. I know what my grades are at any given time. | Monitor | NO | 3.6 | 1 | 1 | 3 | 2 | 4 |
| 10. Daily, I identify things I need to get done and track what gets done. | Monitor | NO | 3.2 | 0 | 4 | 1 | 6 | 0 |
| 11. I think about how hard I`m trying and whether I need to put in more effort. | Monitor | NO | 4.4 | 0 | 0 | 2 | 3 | 6 |
| 12. I make choices to help me succeed, even when they aren`t the most fun. | Adjust | NO | 4 | 0 | 0 | 3 | 5 | 3 |
| 13. When I`m struggling to learn something, I think about what`s getting in my way. | Adjust | NO | 3.2 | 1 | 3 | 2 | 3 | 2 |
| 14. When I`m frustrated, I use techniques to manage my feelings. | Adjust | NO | 2.5 | 3 | 4 | 0 | 3 | 1 |
| 15. Before I do something fun, I consider all the things that I need to get done. | Adjust | NO | 3.8 | 1 | 1 | 3 | 0 | 6 |
| 16. When I get behind on a project, I plan how to catch up. | Adjust | NO | 3.7 | 1 | 0 | 3 | 4 | 3 |
| 17. I have difficulty maintaining my focus on projects that take a long time to complete. | Adjust | YES | 2.3 | 1 | 0 | 3 | 4 | 3 |
| 18. I think about how well I`m doing on my assignments. | Reflect | NO | 3.1 | 1 | 3 | 2 | 4 | 1 |
| 19. I feel a sense of accomplishment when I get everything done on time. | Reflect | NO | 4.7 | 0 | 0 | 1 | 1 | 9 |
| 20. I think about how I self-regulated in the past when I set new goals. | Reflect | NO | 3.5 | 1 | 1 | 3 | 4 | 2 |
| Total Average With Reverse Questions Flipped | 3.4 OR (60%) | |||||||
Quiz Section
| Question | Correct Answer | % Correct | ||||||
| 21. Choose the best description of self-regulation. | C | 18.2% | ||||||
| 22. After school, your parent takes your phone and says you`ll get it back when your homework is done. | No | 63.6% | ||||||
| 23. You want to improve your grade in English, so you check your grade every Friday to see if your teacher is giving you a better grade. | No | 9.1% | ||||||
| 24. You write down the homework that you need to complete and check it off your list as you finish it. | Yes | 72.7% | ||||||
| 25. You were working on your math assignment and came to a problem you didn’t know how to solve. You texted your friend for help, but he hasn`t responded, so you leave the answer blank. | No | 72.7% | ||||||
| 26. Identify the best example of using the self-regulation process to address problems with being late to school. | B | 54.5% | ||||||
| 27. Making a to-do list | Break It Down | 27.3% | ||||||
| 28. Crossing tasks off a to-do list as you finish them | Track My Effort | 63.6% | ||||||
| 29. Thinking about how hard you tried on an assignment | Track My Effort | 27.3% | ||||||
| 30. Chunking big goals into smaller pieces | Break It Down | 100% | ||||||
| 31. Comparing how things might turn out if you make different choices | Brainstorm My Options | 72.7% | ||||||
| 32. Making a study plan for a big test | Break It Down | 63.6% | ||||||
| 33. Which of these would you NOT use to monitor progress on your self-regulation plan? | D | 63.6% | ||||||
| 34. You are told to write an essay, due in three weeks. The last time you had a task like this, you didn`t write it until the night before. Your grade wasn`t very good, and you want to do better. Choose the best option. | A | 36.4% | ||||||
| 35. Self-regulation is important for academics, but it doesn`t really help improve athletic or musical ability. | False | 63.6% | ||||||
| 36. Self-regulation can help you manage distractions. | True | 72.7% | ||||||
| 37. Self-regulation is like talent: You either have it, or you don`t. | False | 81.8% | ||||||
| Average of Quiz Items EXCLUDING essay questions: | 56.7% | |||||||
