The General Causality Orientations Scale (GCOS)

The General Causality Orientations Scale (GCOS)
Scale Description
This scale assesses the strength of three different motivational orientations within an
individual. These orientations, labeled Autonomy, Controlled, and Impersonal, are understood
as relatively enduring aspects of personality, and each orientation is theorized to exist within
each individual to some degree. There are three subscales to the measure, and a person gets a
score on each subscale.
The Autonomy Orientation assesses the extent to which a person is oriented toward
aspects of the environment that stimulate intrinsic motivation, are optimally challenging, and
provide informational feedback. A person high in autonomy orientation tends to display greater
selfinitiation, seek activities that are interesting and challenging, and take greater responsibility
for his or her own behavior.
The Controlled Orientation assesses the extent to which a person is oriented toward
being controlled by rewards, deadlines, structures, egoinvolvements, and the directives of
others. A person high on the controlled orientation is likely to be dependent on rewards or other
controls, and may be more attuned to what others demand than to what they want for themselves.
In the U.S., at least, a person high in the controlled orientation is likely to place extreme
importance on wealth, fame, and other extrinsic factors.
The Impersonal Orientation assesses the extent to which a person believes that attaining
desired outcomes is beyond his or her control and that achievement is largely a matter of luck or
fate. People high on this orientation are likely to be anxious and to feel very ineffective. They
have no sense of being able to affect outcomes or cope with demands or changes. They tend to
be amotivated and to want things to be as they always were.
The GCOS (Deci & Ryan, 1985a) is available in two forms. The original scale that is
well validated and has been widely used consists of 12 vignettes and 36 items. Each vignette
describes a typical social or achievement oriented situation (e.g., applying for a job or interacting
with a friend) and is followed by three types of responsesan autonomous, a controlled, and an
impersonal type. Respondents indicate, on 7point Likerttype scales, the extent to which each
response is typical for them. Higher scores indicate higher amounts of the particular orientation
represented by the response. Thus, the scale has three subscalesthe autonomy, the controlled,
and the impersonal subscalesand subscale scores are generated by summing the individual's 12
responses on items corresponding to each subscale. A description of the 12vignette version of
the scale construction appears in Deci and Ryan (1985) along with data that support the
instrument's reliability and validity. For example, the scale has been shown to be reliable, with
Cronbach alphas of about 0.75 and a testretest coefficient of 0.74 over two months, and to
correlate as expected with a variety of theoretically related constructs.

There is also a 17vignette version of the scale (with 51 items). It has the original 12
vignettes and the original 36 items. However, 5 vignettes and 15 items (5 autonomy, 5
controlled, and 5 impersonal) have been added. The new vignettes and items are all about social
interactions because the original vignettes were heavily oriented toward achievement situations.
The new vignettes with their items are scattered throughout, so the order of items is not the same
in the two versions of the GCOS. The 17vignette version has been used successfully in various
studies (e.g., Hodgins, Koestner, & Duncan, 1996).
Causality Orientations Theory presents a perspective on individuals' general motivational
orientations that is complimentary to the more domainspecific approach of the SelfRegulation
Questionnaires (e.g., Ryan & Connell, 1989) which considers reasons for engaging in a
particular behaviors such as doing one's school work. According to the more general GCOS
perspective, it is possible to assess an individual's tendency to orient to and be guided by each of
three general sources of behavioral regulation.
High autonomy orientations have, in past research, been associated with higher levels of
selfesteem, ego development, and selfactualization (Deci & Ryan 1985) as well as greater
integration in personality (Koestner, Bernieri, & Zuckerman, 1992). Cardiacsurgery patients
high on the autonomy orientation were found to view their surgery more as a challenge and to
have more positive postoperative attitudes, whereas those low on the autonomy orientation
viewed their surgery more as a threat and had more negative postoperative attitudes (King,
1984). The controlled orientation, in contrast, has been related to the TypeA, coronary prone
behavior pattern and to public selfconsciousness (Deci & Ryan, 1985). Finally, the impersonal
orientation has been found to predict higher levels of social anxiety, depression, and self
derogation (Deci & Ryan, 1985), and to discriminate restrictive anoretic patients from patients
with other subtypes of eating disorders and from matched comparison subjects (Strauss & Ryan,
1987).
A French version of the scale (Vallerand, Blais, Lacouture, & Deci, 1987) is available
from Dr. Robert J. Vallerand, University of Quebec at Montreal (email:
[email protected]).
References
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self
determination in personality. Journal of Research in Personality, 19, 109134.
Hodgins, H. S., Koestner, R., & Duncan, N. (1996). On the compatibility of autonomy
and relatedness. Personality and Social Psychology Bulletin, 22, 227237.
King, K. B. (1984). Coping with cardiac surgery. Unpublished doctoral dissertation,
University of Rochester.
Koestner, R., Bernieri, F., & Zuckerman, M. (1992). Selfdetermination and consistency
between attitudes, traits, and behaviors. Personality and Social Psychology Bulletin, 18, 5259.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization:
Examining reasons for acting in two domains. Journal of Personality and Social Psychology,
57, 749761.
Strauss, J. & Ryan, R. M. (1987). Autonomy disturbances in subtypes of anorexia
nervosa. Journal of Abnormal Psychology, 96, 254258.
Vallerand, R. J., Blais, M. R., Lacouture, Y., & Deci, E. L. (1987). L'echelle des
orientations generales a la causalite: Validation canadienne francaise du General Causality
Orientations Scale. Canadian Journal of Behavioral Science, 19, 115.
The Scale (12vignette version)
These items pertain to a series of hypothetical sketches. Each sketch describes an incident
and lists three ways of responding to it. Please read each sketch, imagine yourself in that
situation, and then consider each of the possible responses. Think of each response option in
terms of how likely it is that you would respond that way. (We all respond in a variety of ways
to situations, and probably most or all responses are at least slightly likely for you.) If it is very
unlikely that you would respond the way described in a given response, you should circle answer
1 or 2. If it is moderately likely, you would select a number in the mid range, and if it is very
likely that you would respond as described, you would circle answer 6 or 7.
1. You have been offered a new position in a company where you have worked for some
time. The first question that is likely to come to mind is:
a) What if I can't live up to the new responsibility?
1 2 3 4 5 6
7
very unlikely moderately likely
very likely

b) Will I make more at this position?
1 2 3 4 5 6
7
very likely

c) I wonder if the new work will be interesting.
1 2 3 4 5 6
7
very likely

2. You have a schoolage daughter. On parents' night the teacher tells you that your
daughter is doing poorly and doesn't seem involved in the work. You are likely to:
a) Talk it over with your daughter to understand further what the problem is.
1 2 3 4 5 6
7
very likely

b) Scold her and hope she does better.
1 2 3 4 5 6
7
very likely

c) Make sure she does the assignments, because she should be working harder.
1 2 3 4 5 6
7
very likely

3. You had a job interview several weeks ago. In the mail you received a form letter
which states that the position has been filled. It is likely that you might think:
a) It's not what you know, but who you know.
1 2 3 4 5 6
7
very likely

b) I'm probably not good enough for the job.
1 2 3 4 5 6
7
very likely

c) Somehow they didn't see my qualifications as matching their needs.
1 2 3 4 5 6
7
very likely

4. You are a plant supervisor and have been charged with the task of allotting coffee
breaks to three workers who cannot all break at once. You would likely handle this
by:
a) Telling the three workers the situation and having them work with you on the
schedule.
1 2 3 4 5 6
7
very likely

b) Simply assigning times that each can break to avoid any problems.
1 2 3 4 5 6
7
very likely

c) Find out from someone in authority what to do or do what was done in the past.
1 2 3 4 5 6
7
very likely
5. A close (samesex) friend of yours has been moody lately, and a couple of times has
become very angry with you over "nothing." You might:
a) Share your observations with him/her and try to find out what is going on for
him/her.
1 2 3 4 5 6
7
very likely

b) Ignore it because there's not much you can do about it anyway.
1 2 3 4 5 6
7
very likely

c) Tell him/her that you're willing to spend time together if and only if he/she makes
more effort to control him/herself.
1 2 3 4 5 6
7
very likely
6. You have just received the results of a test you took, and you discovered that you did
very poorly. Your initial reaction is likely to be:
a) "I can't do anything right," and feel sad.
1 2 3 4 5 6
7
very likely

b) "I wonder how it is I did so poorly," and feel disappointed.
1 2 3 4 5 6
7
very likely

c) "That stupid test doesn't show anything," and feel angry.
1 2 3 4 5 6
7
very likely

7. You have been invited to a large party where you know very few people. As you look
forward to the evening, you would likely expect that:
a) You'll try to fit in with whatever is happening in order to have a good time and not
look bad.
1 2 3 4 5 6
7
very likely

b) You'll find some people with whom you can relate.
1 2 3 4 5 6
7
very likely

c) You'll probably feel somewhat isolated and unnoticed.
1 2 3 4 5 6
7
very likely

8. You are asked to plan a picnic for yourself and your fellow employees. Your style for
approaching this project could most likely be characterized as:
a) Take charge: that is, you would make most of the major decisions yourself.
1 2 3 4 5 6
7
very likely

b) Follow precedent: you're not really up to the task so you'd do it the way it's been
done before.
1 2 3 4 5 6
7
very likely

c) Seek participation: get inputs from others who want to make them before you make
the final plans.
1 2 3 4 5 6
7 very unlikely moderately likely
very likely
9. Recently a position opened up at your place of work that could have meant a
promotion for you. However, a person you work with was offered the job
rather than you. In evaluating the situation, you're likely to think:
a) You didn't really expect the job; you frequently get passed over.
1 2 3 4 5 6
7
very likely

b) The other person probably "did the right things" politically to get the job.
1 2 3 4 5 6
7
very likely

c) You would probably take a look at factors in your own performance that led you to
be passed over.
1 2 3 4 5 6
7
very likely

10.You are embarking on a new career. The most important consideration is likely to be:
a) Whether you can do the work without getting in over your head.
1 2 3 4 5 6
7
very unlikely moderately likely very
likely

b) How interested you are in that kind of work.
1 2 3 4 5 6
7
likely

c) Whether there are good possibilities for advancement.
1 2 3 4 5 6
7
likely

11.A woman who works for you has generally done an adequate job. However, for the past two
weeks her work has not been up to par and she appears to be less actively interested in her
work. Your reaction is likely to be:
a) Tell her that her work is below what is expected and that she should start working
harder.
1 2 3 4 5 6
7
likely

b) Ask her about the problem and let her know you are available to help work it out.
1 2 3 4 5 6
7
likely

c) It's hard to know what to do to get her straightened out.
1 2 3 4 5 6
7
likely
12.Your company has promoted you to a position in a city far from your present location. As you
think about the move you would probably:
a) Feel interested in the new challenge and a little nervous at the same time.
1 2 3 4 5 6
7
very likely

b) Feel excited about the higher status and salary that is involved.
1 2 3 4 5 6
7
likely

c) Feel stressed and anxious about the upcoming changes.
1 2 3 4 5 6
7
likely

Name or Code: __________________________________________
Sex: M F (circle one) Date: ________________________
Individual Styles Response Form 12 Vignettes
1. a ________ 2. a ________ 3. a _______
b ________ b ________ b _______
c ________ c ________ c _______
4. a ________ 5. a ________ 6. a _______
b ________ b ________ b _______
c ________ c ________ c _______
7. a ________ 8. a ________ 9. a _______
b ________ b ________ b _______
c ________ c ________ c _______

10. a ________ 11. a ________ 12. a _______
b ________ b ________ b _______
c ________ c ________ c _______

KEY _________________________________
Name or Code: ________
Individual Styles Response Form 12 Vignettes
1. a I 2. a A 3. a C
b C b I b I
c A c C c A
4. a A 5. a A 6. a I
b C b I b A
c I c C c C
7. a C 8. a C 9. a I
b A b I b C
c I c A c A
10. a I 11. a C 12. a A
b A b A b C
c C c I c I
KEY: A = Autonomy
C = Control
I = Impersonal
The Scale (17vignette version)
On these pages you will find a series of vignettes. Each one describes an incident and lists
three ways of responding to it. Please read each vignette and then consider the responses in turn.
Think of each response option in terms of how likely it is that you would respond in that way. We
all respond in a variety of ways to situations, and probably each response is at least slightly likely
for you. If it is very unlikely that you would respond in the way described in a given response, you
would select numbers 1 or 2. If it is moderately likely, you would respond in the midrange of
numbers; and if it is very likely that you would respond as described, you would select the 6 or 7.
Please select one number for each of the three responses on the answer sheet for each vignette.
The actual items begin on the next page.
1. You have been offered a new position in a company where you have worked for some
time. The first question that is likely to come to mind is:
a) What if I can't live up to the new responsibility?
1 2 3 4 5 6 7
very unlikely moderately likely very likely
b) Will I make more at this position?
1 2 3 4 5 6 7
c) I wonder if the new work will be interesting.
1 2 3 4 5 6 7
2. You had a job interview several weeks ago. In the mail you received a form letter which
states that the position has been filled. It is likely that you might think:
a) It's not what you know, but who you know.
1 2 3 4 5 6 7
b) I'm probably not good enough for the job.
1 2 3 4 5 6 7
c) Somehow they didn't see my qualifications as matching their needs.
1 2 3 4 5 6 7

3. You are a plant supervisor and have been charged with the task of allotting coffee breaks
to three workers who cannot all break at once. You would likely handle this by:
a) Telling the three workers the situation and having them work with you on the schedule.
1 2 3 4 5 6 7
b) Simply assigning times that each can break to avoid any problems.
1 2 3 4 5 6 7
c) Find out from someone in authority what to do or do what was done in the past.
1 2 3 4 5 6 7
4. You have just received the results of a test you took, and you discovered that you did very
poorly. Your initial reaction is likely to be:
a) "I can't do anything right," and feel sad.
1 2 3 4 5 6 7
b) "I wonder how it is I did so poorly," and feel disappointed.
1 2 3 4 5 6 7
c) "That stupid test doesn't show anything," and feel angry.
1 2 3 4 5 6 7
5. When you and your friend are making plans for Saturday evening, it is likely that you
would:
a) Leave it up to your friend; he (she) probably wouldn’t want to do what you’d suggest.
1 2 3 4 5 6 7
b) Each make suggestions and then decide together on something that you both feel like doing.
1 2 3 4 5 6 7

c) Talk your friend into doing what you want to do.
1 2 3 4 5 6 7
6. You have been invited to a large party where you know very few people. As you look
forward to the evening, you would likely expect that:
a) You'll try to fit in with whatever is happening in order to have a good time and not look
bad.
1 2 3 4 5 6 7
b) You'll find some people with whom you can relate.
1 2 3 4 5 6 7
c) You'll probably feel somewhat isolated and unnoticed.
1 2 3 4 5 6 7

7. You are asked to plan a picnic for yourself and your fellow employees. Your style for
approaching this project could most likely be characterized as:
a) Take charge: that is, you would make most of the major decisions yourself.
1 2 3 4 5 6 7
b) Follow precedent: you're not really up to the task so you'd do it the way it's been done
before.
1 2 3 4 5 6 7
c) Seek participation: get inputs from others who want to make them before you make the
final plans.
1 2 3 4 5 6 7
8. Recently a position opened up at your place of work that could have meant a promotion
for you. However, a person you work with was offered the job rather than you. In
evaluating the situation, you're likely to think:
a) You didn't really expect the job; you frequently get passed over.
1 2 3 4 5 6 7
b) The other person probably "did the right things" politically to get the job.
1 2 3 4 5 6 7
c) You would probably take a look at factors in your own performance that led you to be
passed over.
1 2 3 4 5 6 7
9 You are embarking on a new career. The most important consideration is likely to be:
a) Whether you can do the work without getting in over your head.
1 2 3 4 5 6 7
b) How interested you are in that kind of work.
1 2 3 4 5 6 7
c) Whether there are good possibilities for advancement.
1 2 3 4 5 6 7
10. A woman who works for you has generally done an adequate job. However, for the past
two weeks her work has not been up to par and she appears to be less actively interested
in her work. Your reaction is likely to be:
a) Tell her that her work is below what is expected and that she should start working harder.
1 2 3 4 5 6 7
b) Ask her about the problem and let her know you are available to help work it out.
1 2 3 4 5 6 7
c) It's hard to know what to do to get her straightened out.
1 2 3 4 5 6 7

11. Your company has promoted you to a position in a city far from your present location. As
you think about the move you would probably:
a) Feel interested in the new challenge and a little nervous at the same time.
1 2 3 4 5 6 7
b) Feel excited about the higher status and salary that is involved.
1 2 3 4 5 6 7
c) Feel stressed and anxious about the upcoming changes.
1 2 3 4 5 6 7
12. Within your circle of friends, the one with whom you choose to spend the most time is:
a) The one with whom you spend the most time exchanging ideas and feelings.
1 2 3 4 5 6 7
b) The one who is the most popular of them.
1 2 3 4 5 6 7
c) The one who needs you the most as a friend.
1 2 3 4 5 6 7
13. You have a schoolage daughter. On parents' night the teacher tells you that your
daughter is doing poorly and doesn't seem involved in the work. You are likely to:
a) Talk it over with your daughter to understand further what the problem is.
1 2 3 4 5 6 7
b) Scold her and hope she does better.
1 2 3 4 5 6 7

c) Make sure she does the assignments, because she should be working harder.
1 2 3 4 5 6 7
14. Your friend has a habit that annoys you to the point of making you angry. It is likely that
you would:
a) Point it out each time you notice it, that way maybe he(she) will stop doing it.
1 2 3 4 5 6 7
b) Try to ignore the habit because talking about it won’t do any good anyway.
1 2 3 4 5 6 7
c) Try to understand why your partner does it and why it is so upsetting for you.
1 2 3 4 5 6 7

15. A close (samesex) friend of yours has been moody lately, and a couple of times has
become very angry with you over "nothing." You might:
a) Share your observations with him/her and try to find out what is going on for him/her.
1 2 3 4 5 6 7
b) Ignore it because there's not much you can do about it anyway.
1 2 3 4 5 6 7
c) Tell him/her that you're willing to spend time together if and only if he/she makes more
effort to control him/herself.
1 2 3 4 5 6 7
16. Your friend’s younger sister is a freshman in college. Your friend tells you that she has
been doing badly and asks you what he (she) should do about it. You advise him (her) to:
a) Talk it over with her and try to see what is going on for her.
1 2 3 4 5 6 7
b) Not mention it; there’s nothing he (she) could do about it anyway.
1 2 3 4 5 6 7
c) Tell her it’s important for her to do well, so she should be working harder.
1 2 3 4 5 6 7
17. You feel that your friend is being inconsiderate. You would probably:
a) Find an opportunity to explain why it bothers you; he (she) may not even realize how much
it is bothering you.
1 2 3 4 5 6 7
b) Say nothing; if your friend really cares about you he (she) would understand how you fell.
1 2 3 4 5 6 7

c) Demand that your friend start being more considerate; otherwise you’ll respond in kind.
1 2 3 4 5 6 7

Name or Code: __________________________________________
GCOS Response Form 17 Vignettes
1. a ________ 2. a ________ 3. a _______
b ________ b ________ b _______
c ________ c ________ c _______
4. a ________ 5. a ________ 6. a _______
b ________ b ________ b _______
c ________ c ________ c _______
7. a ________ 8. a ________ 9. a _______
b ________ b ________ b _______
c ________ c ________ c _______
10. a ________ 11. a ________ 12. a _______

b ________ b ________ b _______
c ________ c ________ c _______
13. a ________ 14. a ________ 15. a _______
b ________ b ________ b _______
c ________ c ________ c _______
16. a ________ 17. a ________
b ________ b ________
c ________ c ________

Name or Code: ________KEY_________________________________
GCOS Response Form 17 Vignettes
1. a I 2. a C 3. a A
b C b I b C
c A c A c I
4. a I 5. a I 6. a C
b A b A b A
c C c C c I
7. a C 8. a I 9. a I
b I b C b A
c A c A c C
10. a C 11. a A 12. a A
b A b C b C
c I c I c I
13. a A 14. a C 15. a A
b I b I b I
c C c A c C
16. a A 17. a A KEY: A = Autonomy
b I b I C = Control
c C c C I = Impersonal
Studies that Used the GCOS
Validation Article
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self
determination in personality. Journal of Research in Personality, 19, 109134.
Validation Article for the French Version
(the French version is available from Robert J. Vallerand: [email protected])
Vallerand, R.J., Blais, M.R., Lacouture, Y., & Deci, E.L. (1987). L'echelle des orientations
generales a la causalite: Validation canadienne francaise du General Causality Orientations Scale.
Canadian Journal of Behavioral Science, 19, 115.
Other Articles
Amabile, T. M., Hill, K. G., Hennessey, B. A., & Tighe, E. M. (1994). The Work Preference
Inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and
Social Psychology, 66, 950967.
Anderson, S., Nero, F., Rodin, J., Diamond, M., et al. (1989). Coping patterns of in vitro
fertilization nurse coordinators: Strategies for combating low outcome effectance. Psychology and
Health, 3, 221232.
Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’
autonomous motivation on learning organic chemistry: A selfdetermination theory perspective.
Science Education, 84, 740756.
Blustein, D. L. (1988). The relation between motivational processes and career exploration.
Journal of Vocational Behavior, 32, 345357.
Farmer, R., & Sudberg, N. D. (1986). Boredom proneness: The development and correlates of
a new scale. Journal of Personality Assessment, 50, 417.
Hodgins, H. S., Koestner, R., & Duncan, N. (1996). On the compatibility of autonomy and
relatedness. Personality and Social Psychology Bulletin, 22, 227237.
Hodgins, H. S. & Liebeskind, E. (in press). Apology versus defense: Antecedents and
consequences. Journal of Experimental Social Psychology.
Hodgins, H. S., Liebeskind, E., & Schwartz, W. (1996). Getting out of hot water: Facework in
social predicaments. Journal of Personality and Social Psychology, 71, 300314.
Isaac, J. D., Sansone, C., & Smith, J. L. (1999). Other people as a source of interest in an
activity. Journal of Experimental Social Psychology, 35, 239265.
Kasser, T., & Ryan, R. M. (1993). A dark side of the American dream: Correlates of financial
success as a central life aspiration. Journal of Personality and Social Psychology, 65, 410422.
Kernis, M.H. (1982). Motivational orientations, anger, and aggression in males. Unpublished
doctoral dissertation, University of Rochester.
King, K.B. (1984). Coping with cardiac surgery. Unpublished doctoral dissertation,
University of Rochester.
Knee, C. R., Neighbors, C., & Vietor, N. (in press). Selfdetermination theory as a framework
for understanding road rage. Journal of Applied Social Psychology.
Knee, C. R., & Zuckerman, M. (1996). Causality orientations and the disappearance of the self
serving bias. Journal of Research in Personality, 30, 7687.
Knee, C. R., & Zuckerman, M. (1998). A nondefensive personality: Autonomy and control as
moderators of defensive coping and selfhandicapping. Journal of Research in Personality 32, 115
130.
Koestner, R. (1986). Praise, involvement and intrinsic motivation. Unpublished doctoral
dissertation, University of Rochester.
Koestner, R., Bernieri, F., & Zuckerman, M. (1992). Selfregulation and consistency between
attitudes, traits, and behaviors. Personality and Social Psychology Bulletin, 18, 5259.
Koestner, R., & Losier, G. F. (1996). Distinguishing reactive versus reflective autonomy,
Journal of Personality, 64, 465494.
Koestner, R., Gingras, I., Abutaa, R, Losier, G, DiDio, L., & Gagné, M. (1999). To follow
expert advice when making a decision: An examination of reactive vs reflective autonomy. Journal
of Personality, 67, 851872.
Koestner, R., & Zuckerman, M. (1994). Causality orientations, failure, and achievement.
Journal of Personality, 62, 321346.
Robbins, R. M. (1995). Parental autonomy support vs. control: Child and parent correlates,
and assessment. Unpublished doctoral dissertation, University of Rochester.
Scherhorn, G. (1990). The addictive trait in buying behaviour. Journal of Consumer Policy,
13, 3351.
Scherhorn, G., & Grunert, S. C. (1988, September). Using the causality orientations concept
in consumer behaviour research. Paper presented at the 13th Annual Colloquium of the International
Association for Research in Economic Psychology, Leuven, Belgium.
Scherhorn, G., Reisch, L. A., & Raab, G. (1990). Addictive buying in West Germany: An
empirical study. Journal of Consumer Policy, 13, 355387.
Sheldon, K. M., & Kasser, T. (1995). Coherence and congruence: Two aspects of personality
integration. Journal of Personality and Social Psychology, 68, 531543.
Sheldon, K. M. (1995). Creativity and selfdetermination in personality. Creativity Research
Journal, 8, 6172.
Sheldon, K. M. (1996). The Social Awareness Inventory: Development and
applications. Personality and Social Psychology Bulletin, 22, 620634.
Strauss, J. & Ryan, R.M. (1987). Autonomy disturbances in subtypes of anorexia nervosa.
Journal of Abnormal Psychology, 96, 254258.
Wheeler, B.L. (1984). Awareness of internal and external cues as a function of the interaction
between causality orientations and motivational subsystems. Unpublished doctoral dissertation,
Fordham University.
Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical
students: A test of selfdetermination theory. Journal of Personality and Social Psychology, 70,
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The General Causality Orientations Scale (GCOS)

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The General Causality Orientations Scale (GCOS)

Sex: M F (circle one) Date: ________________________

1. a ________ 2. a ________ 3. a _______

b ________ b ________ b _______

c ________ c ________ c _______

4. a ________ 5. a ________ 6. a _______

b ________ b ________ b _______

c ________ c ________ c _______

7. a ________ 8. a ________ 9. a _______

b ________ b ________ b _______

c ________ c ________ c _______

b ________ b ________ b _______

c ________ c ________ c _______

Sex: M F (circle one) Date: ________________________

c A c C c A

7. a C 8. a C 9. a I

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

very unlikely moderately likely very likely

1. a __ 2. a 3. a _

b __ b b _

c __ c c _

4. a __ 5. a 6. a _

b __ b b _

c __ c c _

7. a __ 8. a 9. a _

b __ b b _

c __ c c _

b __ b b _

c __ c c _

1. a __ 2. a 3. a _

b __ b b _

c __ c c _

4. a __ 5. a 6. a _

b __ b b _

c __ c c _

7. a __ 8. a 9. a _

b __ b b _

c __ c c _

10. a __ 11. a 12. a _

c __ c c _

13. a __ 14. a 15. a _

b __ b b _

c __ c c _

16. a 17. a

b b

c c