Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the learning climate questionnaire
IntroductionSelf-determination construct is a motivation theory used in professional and educational context to foster special needs teachers’ development of metacognition, and psychological wellbeing. The Learning Climate Questionnaire (LCQ) is a validate questionnaire used to underly teachers’ pro...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-07-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1183205/full |
| _version_ | 1797777746526470144 |
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| author | Domenico Monacis Francesco Sulla Guendalina Peconio Pierpaolo Limone |
| author_facet | Domenico Monacis Francesco Sulla Guendalina Peconio Pierpaolo Limone |
| author_sort | Domenico Monacis |
| collection | DOAJ |
| description | IntroductionSelf-determination construct is a motivation theory used in professional and educational context to foster special needs teachers’ development of metacognition, and psychological wellbeing. The Learning Climate Questionnaire (LCQ) is a validate questionnaire used to underly teachers’ professional and personal competence, and improving social, emotional and career outcomes. The present paper aims to evaluate the degree of reliability (R1) and the adherence of construct validity to the construct of self-determination (R2) of the Italian adaptation of the LCQ.MethodsA confirmatory factorial analysis was conducted to evaluate the factorial structure of the LCQ in a sample of Italian special needs teachers (N = 953). Teachers was asked to complete an online version of the LCQ. Construct validity was conducted by relating the learning climate with the basic psychological needs satisfaction, measured with PBNSF, and with academic motivation scale, measured with AMS.ResultsThe analysis showed a good reliability (R1) and construct validity of the Italian adaptation of the questionnaire, with a high internal consistency compared to those obtained in other studies (R2).DiscussionTeachers’ autonomy support and teacher-student relation can positively impact the students’ psychological factors and enhance students’ learning motivation and academic achievement. Findings reveal that higher levels of learning climate could also be a key factor in reducing teachers’ negative stress and mental health consequences.ConclusionThis study may facilitate further research about the autonomy-supportive learning climate in educational settings in Italy. |
| first_indexed | 2024-03-12T23:08:04Z |
| format | Article |
| id | doaj.art-df63f59028a043c0a9a122e630881734 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-12T23:08:04Z |
| publishDate | 2023-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-df63f59028a043c0a9a122e6308817342023-07-18T10:12:59ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-07-011410.3389/fpsyg.2023.11832051183205Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the learning climate questionnaireDomenico Monacis0Francesco Sulla1Guendalina Peconio2Pierpaolo Limone3Learning Science Hub, Department of Humanities, University of Foggia, Foggia, ItalyLearning Science Hub, Department of Humanities, University of Foggia, Foggia, ItalyLearning Science Hub, Department of Humanities, University of Foggia, Foggia, ItalyDepartment of Humanities, Pegaso University, Naples, ItalyIntroductionSelf-determination construct is a motivation theory used in professional and educational context to foster special needs teachers’ development of metacognition, and psychological wellbeing. The Learning Climate Questionnaire (LCQ) is a validate questionnaire used to underly teachers’ professional and personal competence, and improving social, emotional and career outcomes. The present paper aims to evaluate the degree of reliability (R1) and the adherence of construct validity to the construct of self-determination (R2) of the Italian adaptation of the LCQ.MethodsA confirmatory factorial analysis was conducted to evaluate the factorial structure of the LCQ in a sample of Italian special needs teachers (N = 953). Teachers was asked to complete an online version of the LCQ. Construct validity was conducted by relating the learning climate with the basic psychological needs satisfaction, measured with PBNSF, and with academic motivation scale, measured with AMS.ResultsThe analysis showed a good reliability (R1) and construct validity of the Italian adaptation of the questionnaire, with a high internal consistency compared to those obtained in other studies (R2).DiscussionTeachers’ autonomy support and teacher-student relation can positively impact the students’ psychological factors and enhance students’ learning motivation and academic achievement. Findings reveal that higher levels of learning climate could also be a key factor in reducing teachers’ negative stress and mental health consequences.ConclusionThis study may facilitate further research about the autonomy-supportive learning climate in educational settings in Italy.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1183205/fullspecial needs teacherslearning climate questionnairevalidation studyteacher-student relationshipteacher autonomy support |
| spellingShingle | Domenico Monacis Francesco Sulla Guendalina Peconio Pierpaolo Limone Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the learning climate questionnaire Frontiers in Psychology special needs teachers learning climate questionnaire validation study teacher-student relationship teacher autonomy support |
| title | Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the learning climate questionnaire |
| title_full | Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the learning climate questionnaire |
| title_fullStr | Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the learning climate questionnaire |
| title_full_unstemmed | Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the learning climate questionnaire |
| title_short | Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the learning climate questionnaire |
| title_sort | measuring autonomy support in special needs teachers from a self determination theory perspective validation of the italian version of the learning climate questionnaire |
| topic | special needs teachers learning climate questionnaire validation study teacher-student relationship teacher autonomy support |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1183205/full |
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