Spanish Adaptation of Motivational Climate in Education Scale with University Students

Abstract

The aim of this study was to provide evidence of the validity and reliability of the dimensionality of the Spanish adaptation of two correlated subscales to assess motivational climate in the university education context: Mastery motivational climate and performance motivational climate. Two different studies with cross-sectional design and different samples of university students were used to accomplish this research (Study 1: 181 students, mean age = 20.83, SD = 1.76; Study 2: 354 students, mean age = 21.84; SD = 1.98). In Study 1, Exploratory Structural Equation Modeling, Confirmatory Factor Analysis (CFA), and reliability analysis of the scale were conducted. In Study 2, CFA, reliability analysis, discriminant validity, temporal stability, factorial invariance across gender, and nomological validity were managed through a regression model measuring the relationships between democratic and autocratic behavior, mastery climate, and performance climate. The final version of the Motivational Climate in Education Scale showed acceptable goodness of fit and values of discriminant validity, reliability, temporal stability, and invariance across gender. According to its nomological validity, democratic behavior was shown to be a statistically significant predictor of mastery climate, and the teacher’s autocratic behavior was shown to be a statistically significant predictor of performance climate. This scale is a valid and reliable instrument to assess mastery climate and performance climate in the Spanish university educational context.

Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education

“…Based on the theoretical assumptions of the SDT and AGT, and previous works [19], including research on Spanish university students [21], the ego-involving climate subscales from the motivational climate in education scale [40], and the controlling style from the interpersonal teaching style in higher education scale [41] were used to measure the different dimensions. The perceived disempowering climate measure included the following two subscales: the ego-involving climate (three items, e.g., "The teacher gives most attention to the successful students") and the controlling style (six items, e.g., "My teacher threatened to punish students to keep them in line during class").…”

Research skills for university students' thesis in E-learning: Scale development and validation in Peru

“…To evaluate these nested models, the variation (Δ) of goodness-of-fit indicators (CFI and RMSEA) of the restricted models concerning the configural model was taken into account. There is evidence of group invariance when the variation of CFI is less than or equal to 0.010 and RMSEA is less than or equal to 0.015 [ 33 , 34 ]. The Rstudio software was used for psychometric property analyses, along with the packages “lavaan”, “semTools”, and “semPlot” (Rstudio®, Boston, MA, USA).…”