ERIC Number: EJ1434730
Record Type: Journal
Publication Date: 2024-Aug
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1387-1579
EISSN: EISSN-1573-1855
Conceptualization and Measurement of Adolescent Students' Psychological Need Thwarting Based on the Student-Teacher Relationship
Learning Environments Research, v27 n2 p217-239 2024
Particularly for adolescent students, tools for measuring their experience of negatively consequential aspects of student-teacher relationships are limited even though evidence shows that keeping this group motivated in the classroom is especially challenging. Therefore, using basic psychological needs theory, this paper proposes a conceptualization of adolescent classroom psychological need thwarting by advancing a set of items to measure and empirically test the phenomenon. The outcome of this process is a new scale with psychometric properties that support its validity and usefulness for understanding an important dimension of adolescent classroom relational experiences. Specifically, empirical findings confirm the reliability and a priori hypothesized specification for the scale. Further, the new scale has the expected correlations with an external theoretically-related construct and demonstrates good measurement invariance. Together, the development of this type of instrument opens up the opportunity for more research, especially focusing on how the relational structure of the learning environment affects adolescent students.
Descriptors: Adolescents, Teacher Student Relationship, Educational Environment, Psychological Needs, Needs Assessment, Item Analysis, Student Motivation
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A