Student Ratings of Teacher Quality Instrument

The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.

“…Whereas both items used for the provision of meaningful rationales provided the class as the referent (“Our teacher explained to us how…”), the referents in the items for measuring an autonomy-supportive learning climate were intermixed, also including items in which the individual was presented as the referent (“I felt understood by my instructor.”). Although research on this topic is rare, referring to either a group or the individual might initiate different response processes in the students (Jaekel et al, 2020), which could be reflected in the slightly varying decompositions of variance that we observed in these two constructs. Yet it does not appear likely that the intermixed use of referents affected our results (Jaekel et al, 2020; but see also den Brok et al, 2006) and, indeed, additional analyses of the two subscales of an autonomy-supportive learning climate using the class or the student as the referent revealed only negligible differences in the ICCs of the two subscales (see in the online supplemental materials).…”

“…Although research on this topic is rare, referring to either a group or the individual might initiate different response processes in the students (Jaekel et al, 2020), which could be reflected in the slightly varying decompositions of variance that we observed in these two constructs. Yet it does not appear likely that the intermixed use of referents affected our results (Jaekel et al, 2020; but see also den Brok et al, 2006) and, indeed, additional analyses of the two subscales of an autonomy-supportive learning climate using the class or the student as the referent revealed only negligible differences in the ICCs of the two subscales (see in the online supplemental materials). However, future research might want to explore further whether and how referring to the class or the individual affects the appraisal of autonomy-supportive teaching behaviors.…”