Instructor strategic ambiguity measure confirmatory factor analysis, construct validation, and test of mediation

This study confirmed the factor structure of the Instructor Strategic Ambiguity Measure (ISAM) and established discriminant and convergent construct validity of ISAM by exploring relationships between ISAM and teacher communication behaviors. Confirmatory factor analyses supported the four-factor structure (application, assignments, challenge, and leadership). Results demonstrated a positive relationship between ISAM and constructive teacher behaviors (i.e., student intellectual stimulation and deep approaches to learning). Also, ISAM had an inverse relationship with teacher misbehaviors. Student engagement partially mediated the relationship between instructor strategic ambiguity and intrinsic motivation. The application and assignments factors contributed significantly to student affect.