Hostname: page-component-78c5997874-fbnjt Total loading time: 0 Render date: 2024-11-14T23:44:22.731Z Has data issue: false hasContentIssue false
  • English
  • Français

Measuring Autonomy Support in University Students: the Spanish Version of the Learning Climate Questionnaire

Published online by Cambridge University Press:  10 January 2013

Juan L. Núñez ,
Jaime León ,
Fernando Grijalvo  and
José Martín Albo
Juan L. Núñez*
Affiliation:
Universidad de Las Palmas de Gran Canaria (Spain)
Jaime León
Affiliation:
Universidad de Las Palmas de Gran Canaria (Spain)
Fernando Grijalvo
Affiliation:
Universidad de Las Palmas de Gran Canaria (Spain)
José Martín Albo
Affiliation:
Universidad de Zaragoza (Spain)
*
Corresponding concerning this article should be addressed to Juan L. Núñez. Departamento de Psicología y Sociología, Universidad de Las Palmas de Gran Canaria. C/. Santa Juana de Arco, 1. 35004. Las Palmas (Spain). Phone: +34-928458924. E-mail: jnunez@dps.ulpgc.es
Get access Rights & Permissions [Opens in a new window]

Abstract

The goals of this research were to translate and analyze the psychometric properties of the Learning Climate Questionnaire (LCQ) and to develop a short form. The LCQ is a 15-item self-report measure that assesses autonomy support in educational settings. A total of 422 students (60 men and 362 women) took part in this study. Results showed evidence of construct validity and adequate reliability for the LCQ. The short form consists of five items that showed sound psychometric properties. Results of Pearson correlation and Gower index showed high agreement between the long and short forms. In conclusion, both forms can be considered as preliminary versions of the original questionnaire to assess autonomy support in educational settings.

Los objetivos de este trabajo fueron traducir al español, analizar las propiedades psicométricas del Learning Climate Questionnaire (LCQ) y desarrollar una forma corta. El LCQ es un cuestionario de 15 items que evalúa el apoyo a la autonomía en el contexto educativo. Los participantes fueron 422 estudiantes (60 hombres y 362 mujeres). Los resultados mostraron evidencias de validez de constructo y una fiabilidad adecuada. La forma corta del LCQ que consta de cinco items mostró adecuadas propiedades psicométricas. Los resultados de la correlación de Pearson y del índice Gower mostraron una alta concordancia entre las formas larga y corta. En conclusión, ambas formas pueden ser consideradas como versiones preliminares del cuestionario original para evaluar el apoyo a la autonomía en el contexto educativo.

Keywords

self-determinationautonomy supporteducationautodeterminaciónapoyo a la autonomíaeducación
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 15 , Issue 3 , November 2012 , pp. 1466 - 1472
Copyright
Copyright © Cambridge University Press 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abad, F. J., Olea, J., Ponsoda, V., & García, C. (2011). Medición en ciencias sociales y de la salud [Measurement in the social and health sciences]. Madrid, Spain: Síntesis.Google Scholar
Almagro, B. J., Sáenz-López, P., & Moreno, J. A. (2010). Prediction of sport adherence through the influence of autonomy-supportive coaching among Spanish adolescent athletes. Journal of Sports Science and Medicine, 9, 8–14.Google ScholarPubMed
Baard, P. P., Deci, E. L., & Ryan, R. M. (2004). Intrinsic need satisfaction: A motivational basis of performance and well-being in two work settings. Journal of Applied Social Psychology, 34, 2045–2068. http://dx.doi.org/10.1111/j.1559-1816.2004.tb02690.xCrossRefGoogle Scholar
Balaguer, I., Castillo, I., Duda, J. L., & Tomás, I. (2009). Análisis de las propiedades psicométricas de la versión española del Cuestionario de Clima en el Deporte [Analysis of the psychometric properties of the Spanish version of the Sport Climate Questionnaire]. Revista de Psicología del Deporte, 18, 73–83.Google Scholar
Barret, P. (2010). Gower program help file. Auckland, New Zealand: Advanced Projects R&D Ltd.Google Scholar
Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740–756. http://dx.doi.org/10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-33.0.CO;2-3>CrossRefGoogle Scholar
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105–115. http://dx.doi.org/10.1037/h0030644CrossRefGoogle Scholar
Deci, E. L. (1975). Intrinsic motivation. New York, NY: Plenum.CrossRefGoogle Scholar
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.CrossRefGoogle Scholar
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In Dienstbier, R. (Ed.), Nebraska Symposium on motivation: Vol. 38. Perspectives on motivation (pp. 237–288). Lincoln, NE: University of Nebraska Press.Google Scholar
Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization. Journal of Applied Psychology, 74, 580–590. http://dx.doi.org/10.1037//0021-9010.74.4.580CrossRefGoogle Scholar
Deci, E. L., Schwartz, A., Scheinman, L., & Ryan, R. M. (1981). An instrument to assess adult's orientations toward control versus autonomy in children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642–650. http://dx.doi.org/10.1037//0022-0663.73.5.642CrossRefGoogle Scholar
Flink, C., Boggiano, A. K., & Barrett, M. (1990). Controlling teaching strategies: Undermining children's self-determination and performance. Journal of Personality and Social Psychology, 59, 916–924. http://dx.doi.org/10.1037//0022-3514.59.5.916CrossRefGoogle Scholar
Hackman, J. R., & Oldham, G. R. (1975). Development of the job diagnostic survey. Journal of Applied Psychology, 60, 159–170. http://dx.doi.org/10.1037/h0076546CrossRefGoogle Scholar
Hagger, M. S., Chatzisarantis, N. L. D., Hein, V., Pihu, M., Soós, I., & Karsai, I. (2007). The perceived autonomy support scale for exercise settings (PASSES): Development, validity and cross-cultural invariance in young people. Psychology of Sport and Exercise, 8, 632–653. http://dx.doi.org/10.1016/j.psychsport.2006.09.001CrossRefGoogle Scholar
Hambleton, R. K. (1996). Adaptación de test para su uso en diferentes idiomas y culturas: Fuentes de error, posibles soluciones y directrices prácticas [Adaptation of tests for use in different languages and cultures: Sources of error, possible solutions and practical guidelines]. In Muñiz, J. (Ed.), Psicometría (pp. 67–89). Madrid, Spain: Universitas.Google Scholar
Jackson, D. L., Gillaspy, J. A., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14, 6–23. http://dx.doi.org/10.1037/a0014694CrossRefGoogle ScholarPubMed
Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984). Setting limits on children's behavior: The differential effects of controlling versus informational styles on intrinsic motivation and creativity. Journal of Personality, 52, 233–248. http://dx.doi.org/10.1111/j.1467-6494.1984.tb00879.xCrossRefGoogle Scholar
León, J., Domínguez, E., Núñez, J. L., Pérez, A., & Martín-Albo, J. (2011). Traducción y validación de la versión española de la Échelle de Satisfacción des Besoins Psychologiques en el contexto educativo [Translation and validation of the Spanish version of the Échelle de Satisfaction des Besoins Psychologiques in academic context]. Anales de Psicología, 27, 405–411.Google Scholar
León, J., Núñez, J. L., Domínguez, E., Martín, P., & Martín-Albo, J. (2012). Traducción y validación de la versión española de la Échelle des Perceptions du Soutien à l'Autonomie en Sport [Translation and validation of the Spanish versión of the Échelle des Perceptions du Soutien à l'Autonomie en Sport]. Universitas Psychologica, 11, 165–175.Google Scholar
Marsh, H., Martin, A., & Jackson, S. (2010). Introducing a short version of the Physical Self Description Questionnaire: New strategies, short-form evaluative criteria, and applications of factor analyses. Journal of Sport and Exercise Psychology, 32, 438–482.CrossRefGoogle Scholar
Martín-Albo, J., Núñez, J. L., & Navarro, J. G. (2009). Validation of the Spanish version of the Situational Motivation Scale (EMSI) in the educational context. The Spanish Journal of Psychology, 12, 799–807.CrossRefGoogle ScholarPubMed
Muthén, L. K., & Muthén, B O. (1998–2010). Mplus User's Guide. Sixth Edition. Los Angeles, CA: Muthén & Muthén.Google Scholar
Ntoumanis, N. (2005). A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of Educational Psychology, 97, 444–453. http://dx.doi.org/10.1037/0022-0663.97.3.444CrossRefGoogle Scholar
Núñez, J. L., Martín-Albo, J., & Domínguez, E. (2010). Propiedades psicométricas de la Escala de Satisfacción con la Vida en sujetos practicantes de actividad física [Psychometric properties of the Satisfaction with Life Scale in physical activity practitioners]. Revista de Psicología del Deporte, 19, 291–304.Google Scholar
Núñez, J. L., Martín-Albo, J., & Navarro, J. G. (2005). Validación de la versión española de la Échelle de Motivation en Éducation [Validity of the Spanish versión of the Échelle de Motivation en Éducation]. Psicothema, 17, 344–349.Google Scholar
Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106, 225–236. http://dx.doi.org/10.1086/501484CrossRefGoogle Scholar
Ryan, R. M., Williams, G. C., Patrick, H., & Deci, E. L. (2009). Self-determination theory and physical activity: The dynamics of motivation in development and wellness. Hellenic Journal of Psychology, 6, 107–124.Google Scholar
Shumacker, R. E., & Lomax, R. G. (1996). A beginner's guide to structural equation modeling. Mahwah, NJ: Erlbaum.Google Scholar
Smith, G. T., McCarthy, D. M., & Anderson, K. G. (2000). On the sins of short form development. Psychological Assessment, 12, 102–111. http://dx.doi.org/10.1037//1040-3590.12.1.102CrossRefGoogle ScholarPubMed
Stanton, J. M., Sinar, E. F., Balzer, W. K., & Smith, P. C. (2002). Issues and strategies for reducing the length of self-report scales. Personnel Psychology, 55, 167–194. http://dx.doi.org/10.1111/j.1744-6570.2002.tb00108.xCrossRefGoogle Scholar
Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767–779. http://dx.doi.org/10.1037//0022-3514.70.4.767CrossRefGoogle ScholarPubMed
Williams, G. C., Grow, V. M., Freedman, Z., Ryan, R. M., & Deci, E. L. (1996). Motivational predictors of weight loss and weight-loss maintenance. Journal of Personality and Social Psychology, 70, 115–126. http://dx.doi.org/10.1037//0022-3514.70.1.115CrossRefGoogle ScholarPubMed
Williams, G. C., Wiener, M. W., Markakis, K. M., Reeve, J., & Deci, E. L. (1994). Medical students' motivation for internal medicine. Journal of General Internal Medicine, 9, 327–333. http://dx.doi.org/10.1007/BF02599180CrossRefGoogle ScholarPubMed