Readiness and Expectations Questionnaire (REQ)

The Readiness and Expectations Questionnaire (REQ) is a researcher-designed instrument for measuring first-year postsecondary students’ expectations and preparedness for studying in college (Jansen et al., 2013; Jansen & van der Meer, 2007). 

In the domain of student expectations, the REQ focuses on the expectations to be inducted by teachers, be involved in research or be told about research activities, that university will be similar to high school, and that they need time-management skills. 

In the college readiness domain, the REQ measures students’ perceived readiness in information processing, collaborative learning, time management, and writing.

Year developed: 2006.


Post secondary

Administration Information

36 items

Access and Use


Free (in the Appendix of Jansen et al. (2013), see psychometric resources below) 

Use in Research

Jansen, E. P., & van der Meer, J. (2012). Ready for university? A cross-national study of students’ perceived preparedness for university. The Australian Educational Researcher, 39, 1-16.


Psychometric References

Jansen, E. P. W. A., André, S., & Suhre, C. (2013). Readiness and expectations questionnaire: A cross-cultural measurement instrument for first-year university students. Educational Assessment, Evaluation and Accountability25, 115-130.  

Jansen, E. P. W. A., & van der Meer, J. (2007). First-year students’ expectations and perceptions of readiness before they start university. In: Enhancing higher education theory and scholarship, refereed proceedings of the 30th HERDSA annual conference (pp. 275–284).

Psychometric Considerations

Psychometrics is the science of psychological assessment. A primary goal of EdInstruments is to provide information on crucial psychometric topics including Validity and Reliability – essential concepts of evaluation, which indicate how well an instrument measures a construct - as well as additional properties that are worthy of consideration when selecting an instrument of measurement.

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