Regulatory focus

Echelle de LOCKWOOD et al. (2002)

Source : Penelope Lockwood, Christian H. Jordan and Ziva Kunda, (2002) Motivation by Positive or Negative Role Models:Regulatory Focus Determines Who Will Best Inspire Us, Journal of Personality and Social Psychology, 2002, Vol. 83, No. 4, 854–864
1 2 3 4 5 6 7 8 9
Not at all true of me ……………… Very true of  me

  • 1. In general, I am focused on preventing negative events in my life.
  • 2. I am anxious that I will fall short of my responsibilities and obligations.
  • 3. I frequently imagine how I will achieve my hopes and aspirations.
  • 4. I often think about the person I am afraid I might become in the future.
  • 5. I often think about the person I would ideally like to be in the future.
  • 6. I typically focus on the success I hope to achieve in the future.
  • 7. I often worry that I will fail to accomplish my academic goals.
  • 8. I often think about how I will achieve academic success.
  • 9. I often imagine myself experiencing bad things that I fear might happen to me.
  • 10. I frequently think about how I can prevent failures in my life.
  • 11. I am more oriented toward preventing losses than I am toward achieving gains.
  • 12. My major goal in school right now is to achieve my academic ambitions.
  • 13. My major goal in school right now is to avoid becoming an academic failure.
  • 14. I see myself as someone who is primarily striving to reach my “ideal self”—to fulfill my hopes, wishes, and aspirations.
  • 15. I see myself as someone who is primarily striving to become the self I “ought” to be—to fulfill my duties, responsibilities, and obligations.
  • 16. In general, I am focused on achieving positive outcomes in my life.
  • 17. I often imagine myself experiencing good things that I hope will happen to me.
  • 18. Overall, I am more oriented toward achieving success than preventing failure.

 

Echelle de HIGGINS et al (2001)

Event Reaction Questionnaire

Source : Higgins, E. T., Friedman, R. S., Harlow, R. E., Idson, L. C., Ayduk, O. N., & Taylor, A. (2001). Achievement orientations from subjective histories of success: Promotion pride versus prevention pride. European Journal of Social Psychology, 31(1), 3-23. http://dx.doi.org/10.1002/ejsp.27

1    2    3    4    5   1 never true    2 3 sometimes true   4 5 very  often true

This set of questions asks you HOW FREQUENTLY specific events actually occur or have occurred in your life.

Please indicate your answer to each question by circling the appropriate number below it.

  • 1.    Compared to most people, are you typically unable to get what you want out of life?
  • 2.    Growing up, would you ever “cross the line” by doing things that your parents would not tolerate?
  • 3.    How often have you accomplished things that got you « psyched » to work even harder?
  • 4.    Did you get on your parents’ nerves often when you were growing up?
  • 5.    How often did you obey rules and regulations that were established by your parents?
  • 6.    Growing up, did you ever act in ways that your parents thought were objectionable?
  • 7.    Do you often do well at different things that you try?
  • 8.    Not being careful enough has gotten me into trouble at times.
  • 9.    When it comes to achieving things that are important to me, I find that I don’t perform as well as I ideally would like to do.(never true- very often true)
  • 10.    I feel like I have made progress toward being successful in my life.(certainly false – certainly true)
  • 11.    I have found very few hobbies or activities in my life that capture my interest or motivate me to put effort into them.(certainly false – certainly true)

RFQ Scoring Key:

Promotion = [ (6 – Q1) + Q3+ Q7 + (6 – Q9) + Q10 + (6 – Q11) ] / 6

Prevention = [ (6 – Q2) + (6 – Q4) + Q5 + (6 – Q6) + (6 – Q8) ] / 5

RF = promotion – prevention

Echelle de SUH et al.  (2013)

Source :  Hyunsuk Suh et Hyoungjun Ju, (2013), What makes Consumers to Prolong their Consumption on Perishable Food beyond Its Expiration Date?, ASIA MARKETING JOURNAL Vol. 15,  No. 02 July, pp. 133-173

9 items ( 1 à 7)

  • (1) In general, I am focused on achieving positive outcomes in my life
    • In general, I am focused on preventing negative events in my life,
  • (2) I frequently imagine how I will achieve my hopes and aspirations
    • I am anxious that I will fall short of my responsibilities and obligations,
  • (3) I often think about the person I would ideally like to be in the future
    • I often think about the person I am afraid I might become in the future,
  • (4) I often think about how I will achieve academic success
    • I often worry that I will fail to accomplish my academic goals,
  • (5) I often imagine myself experiencing good things that I hope will happen to me
    • I often imagine myself experiencing bad things that I fear might happen to me,
  • (6) I typically focus on the success I hope to achieve in the future
    • I frequently think about how I can prevent failures in my life,
  • (7) I am more oriented toward achieving success than preventing failure
    • I am more oriented toward preventing losses than I am toward achieving gains,
  • (8) My major goal in school right now is to achieve my academic ambitions
    • My major goal in school right now is to avoid becoming an academic failure,
  • (9) I see myself as someone who is primarily striving to reach my “ideal self”, to fulfill my hopes, wishes, and aspirations
    • I see myself as someone who is primarily striving to become the self I “ought” to be, to fulfill my duties, responsibilities, and obligations
Publié dans Mesures Marketing