This study aimed to adapt and examine the psychometric properties of the autonomy support subscale of the Teacher as a Social Context Questionnaire (TASCQ; short version) in the Kenyan context. A total of 411 chemistry students from 10 secondary schools (175 males, 236 females; M age = 16.62, SD = 0.75) participated in this study. The sample was randomly split for exploratory factor analysis (EFA; n = 100) and confirmatory factor analysis (CFA; n = 311). EFA findings revealed a four-factor structure supporting the conceptualization of autonomy support in the TASCQ. Additionally, CFA confirmed a good model, while further analyses on the items revealed adequate convergent and discriminant validity. Measurement invariance testing across gender indicated support up to the scalar level. Moreover, our McDonald’s omega coefficients indicated marginal, albeit acceptable internal consistency reliability. Hence, these findings support the use of the autonomy support subscale of the TASCQ (short version) as a valid and reliable measure of students’ perception of their chemistry teachers’ support for autonomy.
Wambui et al. (Thu,) studied this question.
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