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

Domenico Monacis; Francesco Sulla; Guendalina Peconio; Pierpaolo Limone

doi:10.3389/fpsyg.2023.1183205

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

Front Psychol. 2023 Jul 18:14:1183205. doi: 10.3389/fpsyg.2023.1183205. eCollection 2023.

Authors

Domenico Monacis¹, Francesco Sulla¹, Guendalina Peconio¹, Pierpaolo Limone²

Affiliations

¹ Learning Science Hub, Department of Humanities, University of Foggia, Foggia, Italy.
² Department of Humanities, Pegaso University, Naples, Italy.

Abstract

Introduction: Self-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.

Methods: A 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.

Results: The 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).

Discussion: Teachers' 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.

Conclusion: This study may facilitate further research about the autonomy-supportive learning climate in educational settings in Italy.

Keywords: learning climate questionnaire; special needs teachers; teacher autonomy support; teacher-student relationship; validation study.