Autonomy-supportive and controlling styles of teaching are usually considered to be the opposite ends of a single continuum. An alternative view, however, is that individuals can perceive both styles simultaneously, which suggests that they are different constructs ( Bartholomew, Ntoumanis, Ryan, Bosch, & Thøgersen-Ntoumani, 2011 ). Using cluster analysis, Study 1 (N = 160) confirmed that both teaching styles were perceived by students. Four clusters appeared depending on the student’s score on the measures of autonomy and controlling styles (high autonomy–high control; low autonomy–low control; high autonomy–low control; low autonomy–high control). Participants in the high autonomy–low control cluster reported the highest self-determined motivation in their studies. Using path analysis and mediational analyses, Study 2 (N = 127) tested the independence of the two styles by studying the process through which they influenced motivation. The results showed that need satisfaction (specifically, the need for autonomy) mediated the path between perceived autonomy-supportive teacher behavior and motivation, and that need-thwarting (specifically, the need for autonomy and relatedness) mediated the path between perceived controlling teacher behavior and self-determined motivation, which in turn predicted academic performance. These results add to the existing literature supporting the independence of the two styles.

Acknowledgements:We are grateful for Fruzsina Lukács, József Salamon, and János Salamon for the data gathering. Highlights The factor of the Academic Motivation Scale (AMS) was assessed.  Hungarian and French high school and university students participated.  Exploratory structural equation modeling (ESEM) supported the 7-factor model.  The AMS was reliable based on three different indices.  Gender invariance was high, age-and language invariances were low. Abstract The goal of the present research was to the cross-cultural examination of the factor structure of the Academic Motivation Scale (AMS) and its extensive invariance testing with exploratory structural equation modeling (ESEM). Three comprehensive samples were collected: a Hungarian high school (N = 1139), a Hungarian university (N = 1163) samples, and a French university (N = 1009) sample. Compared to confirmatory factor analysis, ESEM demonstrated better model fit and less inflated inter-factor correlations in all three samples. Among Hungarian high school students, intrinsic dimensions were less differentiated. Gender invariance was confirmed on the level of latent means. As for age-and language invariance, only configural invariance was supported. The AMS showed mostly adequate reliability and good temporal stability. Based on the present and prior studies, ESEM appears to be the most adequate analytic strategy for the deeper understanding of academic motivations measured by the AMS.

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We examined the psychometric qualities of the Short Form of the Coopersmith Self-Esteem Inventory (SF-CSEI) in a large sample of French adolescents and young adults. A 25-item French version was administered to 1,362 participants (561 aged below 16 years and 801 aged 16-25 years). Participants also completed other scales to measure construct validity (e.g., Rosenberg Self-Esteem Scale, Hospital Anxiety and Depression Scale, and General Health Questionnaire). Factorial analysis yielded evidence for a structure with three first-order factors for the SF-CSEI: personal, social, and family-derived self-esteem. The internal consistency of the questionnaire's different dimensions was satisfactory (Cronbach's α = .68-.77). Pearson's correlation coefficients showed that the SF-CSEI had moderate to high correlations with convergent measures (r = .19-.73) and constructs related to self-esteem (r = -.23-.65). Psychiatric patients (n = 67) scored significantly lower than a control group. Test-retest reliability was good for some of the factors, especially at 5 weeks and 1 year (r = .29-.79). The French version of the SF-CSEI appears to be a useful instrument, with a cross-culturally stable factorial structure.