Validation of the Five‐item Learning Climate Questionnaire as a measure of teacher autonomy support in the classroom

Abstract

The Learning Climate Questionnaire (LCQ) measures teacher autonomy support in the classroom. There are various versions of the LCQ available, a 15‐item full‐scale version and a 6‐item shortened version. Recent research suggests that using a 5‐item version of LCQ is a more effective measure of teacher autonomy support. Using data from a sample of Filipino undergraduate students, the single‐factor structure of the Five‐item LCQ (LCQ‐5) was validated through confirmatory factor analysis along with three longer versions of the scale. Results showed that LCQ‐5 outperformed the alternative versions of LCQ in terms of model fit. To demonstrate construct validity, LCQ scores were correlated with measures of parent and peer autonomy support, as well as with the short version of the self‐oriented perfectionism subscale of the Hewitt and Flett Multidimensional Perfectionism Scale. LCQ‐5 also displayed gender invariance and good internal consistency. The findings suggest that the LCQ‐5 can be used as a brief but psychometrically valid measure of teacher autonomy support. Implications for the measurement of teacher autonomy support are discussed.

Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the learning climate questionnaire

“…According to recent literature findings, in fact, teachers’ autonomy support and teacher-student relation positively impact the students’ psychological factors ( Simon and Salanga, 2021 ), reduce depression in primary and middle school children ( Zhang et al, 2022 ), promote more adaptive learning behavior ( Schweder and Raufelder, 2022 ), and enhance students’ learning motivation and academic achievement ( Admiraal et al, 2022 ).…”

“…In addition to statistical and theoretical issues, the use of the LCQ may have significant implications for scientific purposes and special education needs teachers’ training as well. Indeed, the LCQ scale resulted to be useful in investigating how the quality of teacher-students relationship impacts psychological and academic outcomes and contribute to improve classroom climate in every school grade and different educational settings (e.g., Brandisauskiene et al, 2021 ; Simon and Salanga, 2021 ).…”

A Study on the Relationship Between Socialization of Blended Learning and Motivation Regulation Under Sustainable Development With Teacher Support as the Moderating Variable

“…In case of a lack of social support for learners in the technological environment of blended learning, they will feel a lack of social connection, isolation, and a sense of loneliness (Peplau & Perlman, 1982), which further expands the lack of quality, accuracy, and depth of learning. However, when teachers’ support is warm and helpful, it makes learners feel confident and plays a positive role in consolidating learning achievements (Simon & Salanga, 2021). Research shows that teachers’ autonomy support has a positive impact on learners’ learning interests (Tsai et al, 2008), and learners who are motivated to attain goals engage in effective self-regulatory activities such as implementing strategies, monitoring performances, adapting their approach as needed, reflecting on their progress, and sustaining motivation for task completion (i.e., self-regulation of motivation) (Cleary & Kitsantas, 2017; Usher & Schunk, 2018).…”

“…Based on the three basic psychological needs of self-determination theory: autonomy, relationship, and competency needs (E. Deci et al, 1991;Tan et al, 2019), teacher support can be further divided into three dimensions: autonomy support, emotional support, and ability support. Teachers' autonomy support is defined as students' perceptions of the extent to which their teacher makes them feel confident in their abilities, understood, listened to, and accepted (Simon & Salanga, 2021;Williams & Deci, 1996). Teachers' emotional support means that teachers communicate with students positively, showing sincerity, care, understanding students' emotions, and respecting students' views (Patrick et al, 2002).…”

“…Teacher support was mainly measured from three aspects: autonomy support, emotional support, and ability support. The autonomy support was assessed with the Learning Climate Questionnaire (LCQ) (Simon & Salanga, 2021), which was originally developed by Williams and Deci (1996) on the basis of the Health-Care Climate Questionnaire (Nu´n˜ez et al, 2012), and was divided into the 15-item and 6-item versions. In this study, the six-item version was selected for measurement; The emotional support was assessed with the teacher's involvement scale from the social classroom structure measurement project of Stornes et al (2008), with a total of four items; The ability support was assessed with the teacher support scale form Lee, Lee, and Wong's Hong Kong Classroom Environment Scale (HKCES) (John et al, 2003), with a total of seven items.…”