Measuring teacher practices that support student motivation: Examining the factor structure of the teacher as social context questionnaire using multilevel factor analyses

Inok AHN, Helen PATRICK, Ming Ming CHIU, Chantal LEVESQUE-BRISTOL

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Abstract

We used multilevel factor analyses to investigate the structure of the Teacher as Social Context Questionnaire (TASCQ)-short form—a prominent measure of teacher practices that promote student motivation to learn. Based on Self-Determination Theory (SDT), the TASCQ contains three scales: Autonomy Support, Structure, and Involvement. Few studies have tested the construct validities of these three scales together. Furthermore, the few studies using factor analyses with these constructs' scales showed mixed results. Moreover, none of those studies properly modeled the clustered nature of data with a multilevel analysis. We examined the structure of TASCQ scores from 697 fifth and sixth graders in 35 classes by conducting multilevel exploratory and multilevel confirmatory factor analysis, each with half the sample. Results indicated that students did not distinguish among Autonomy Support, Structure, and Involvement items; the best fit was a single factor. Copyright © 2018 The Author(s).
Original languageEnglish
Pages (from-to)743-756
JournalJournal of Psychoeducational Assessment
Volume37
Issue number6
Early online dateJul 2018
DOIs
Publication statusPublished - 01 Sep 2019

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Multilevel Analysis
Statistical Factor Analysis
Students
questionnaire
multi-level analysis
teacher
Personal Autonomy
student
autonomy
Motivation
construct validity
self-determination
factor analysis
Surveys and Questionnaires

Citation

Ahn, I., Patrick, H., Chiu, M. M., & Levesque-Bristol, C. (2019). Measuring teacher practices that support student motivation: Examining the factor structure of the teacher as social context questionnaire using multilevel factor analyses. Journal of Psychoeducational Assessment, 37(6), 743-756. doi: 10.1177/0734282918791655

Keywords

  • Self-Determination Theory
  • Teacher need-supportive practices
  • Multilevel exploratory factor analyses
  • Multilevel confirmatory factor analyses