What question did this study set out to answer?

February 26, 2026Open Access

Validation of the Short Version of the Student-Report Autonomy Support Subscale of the Teacher as a Social Context Questionnaire Among Kenyan Secondary School Students

Puntos clave

This research aims to assess and validate the autonomy support subscale of the Teacher as a Social Context Questionnaire in Kenyan secondary schools.
Collected data from 411 secondary school chemistry students across 10 schools.
Conducted exploratory factor analysis with a subset of 100 students.
Performed confirmatory factor analysis with 311 remaining students.
Tested for measurement invariance across genders and assessed internal consistency.
Identified a four-factor structure for autonomy support in the subscale.
Confirmed good model fit through confirmatory factor analysis.
Demonstrated acceptable levels of convergent and discriminant validity.
Achieved measurement invariance across gender.
Found marginally acceptable internal consistency as indicated by McDonald’s omega coefficients.

Resumen

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.

Leer artículo completoexternamente

Me gusta

Guardar

Ver artículo completo

Cite This Study

Wambui et al. (Thu,) studied this question.

synapsesocial.com/papers/699fe41d95ddcd3a253e8636 https://doi.org/https://doi.org/10.1177/21582440261427096

Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

Me gusta

Guardar

Ver artículo completo