Questionnaires
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MOTIVATING STYLE MEASURES
Assessments of Teacher-Provided Autonomy Support, Interpersonal Control, Structure, and Chaos (1) SIS: Situations in School questionnaire (2) Teaching Scenarios measure (3) CTQ: Controlling Teacher Questionnaire (4) Rating sheets STUDENT ENGAGEMENT MEASURES (5) AES: Agentic Engagement Scale (6) Engagement-Disengagement Scale (7) Rating sheet STUDENT MOTIVATION MEASURES (8) AFS: Activity-Feelings States Scale (9) SRIM: Self-Reported Intrinsic Motivation |
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Click on the name of the questionnaire below for (a) the scale, (b) description of the scale, and (c) validating psychometric information and supportive reference citations. With one exception, all of these questionnaires and rating scales are all author-owned and free to use for research purposes. None of these scales are copyrighted. [The one exception is that the Engagement-Disengagement Scale consists of 8 scales. Two scales (those for agentic engagement and agentic disengagement) were created by our research team, but the other six scales that were developed and published by other researchers.
Motivating Style Measures
Situations in School questionnaireThe Situations in School (SIS) questionnaire was developed in collaboration with self-determination theorists to assess four dimensions of teachers' motivating styles--autonomy supportive, control, structure, and chaos. The SIS presents 15 daily classroom situations in which the teacher needs to request students' engagement in some way. Each situation is accompanied by four response options--one each for an autonomy-supportive, controlling, structured, or chaotic way of handling that particular teaching situation. Scores from the 15 response options representing each scale are averaged to create the four motivating style scores.
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Click here for the Situations in Schools questionnaire. Click here for the scoring key to the SIS. Click here for the journal article introducing the SIS: Aelterman, N., Vansteenkiste, M., Soenens, B., Fontaine, J., Haerens, L., Delrue, J., & Reeve, J. (2019). Toward a fine-grained understanding of the components of need-supportive and need-thwarting teaching: The merits of a gradual approach. Journal of Educational Psychology, 111, 497-521. |
TEACHING SCENARIOS
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The Teaching Scenarios measure first presents a paragraph-long description of highly autonomy-supportive teaching. That paragraph (i.e., the autonomy-supportive teaching scenario) is then followed by 16 questions that reference that approach to instruction. Items 1-4 assess personal endorsement of autonomy-supportive teaching. The mean score on these 4 items are used to assess the self-reported autonomy-supportive motivating style. Items 5-8 assess the "easy-to-do" belief about autonomy-supportive teaching. Items 9-12 assess the "effectiveness" belief about autonomy-supportive teaching. And items 13-16 assess the "normative" belief about autonomy-supportive teaching. On the following page, a second paragraph appears, which is the controlling teaching scenario, and that paragraph is followed by the same 16 items that reference this second (controlling) approach to instruction.
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Click here for the Teaching Scenarios measure.
Click here for the two journal articles introducing the Teaching Scenarios measure. The 2014 publication introduced the Teaching Scenarios measure, while the 2016 publication presented the new-and-improved measures to assess the three beliefs of easy-to-do, effectiveness, and normality. Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Kaplan, H., Moss, J. D., Olaussen, B. S., & Wang, C. K. J. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38, 93-110. Reeve, J., & Cheon, S. H. (2016). Teachers become more autonomy-supportive after they believe it is easy to do. Psychology of Sport and Exercise, 22, 178-189. |
Controlling Teacher Questionnaire (CTQ)
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The 4 items:
1. My teacher tries to control everything I do. 2. My teacher is inflexible. 3. My teacher uses forceful language. 4. My teacher puts a lot of pressure on me. |
The Controlling Teaching Questionnaire CTQ is a brief, 4-item self-report measure with strong psychometric properties to assess perceptions of a teacher's (or parent's, coach's, manager's, etc.) tendency to use controlling behavior during instruction.
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BEHAVIOR RATING SCALE
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The most objective way to assess a teacher's motivating style is to ask highly trained observers to visit the teacher's classroom to rate the extent to which the teacher does or does not engage in actual instructional behaviors known to represent a particular motivating style. During classroom instruction, raters score the frequency and intensity to which teachers enact the different acts of instruction listed on the rating scale. After the class is over, the six scores are averaged into a single overall score, and that overall score represents the teacher's motivating style.
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The Behavior Rating Scale assesses 6 autonomy-supportive instructional behaviors and 6 controlling instructional behaviors.
Click here for Word version of the Behavior Rating scale, and click here for the PDF version of the Behavior Rating scale. The Behavior Rating Scale has been validated in many published studies. Click here for one study using the Behavior Rating Scale: Cheon, S. H., Reeve, J., & Ntoumanis, N. (2018). A needs-supportive intervention to help PE teachers enhance students’ prosocial behavior and diminish antisocial behavior. Psychology of Sport and Exercise, 35, 74-88. Rating scales have also been developed to assess structured and chaotic instructional behaviors, though these scales have not been validated in the same way as autonomy support and control. For the structure and chaos rating scales, click here. |
STUDENT ENGAGEMENT MEASURES
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The 5 items: 1. I let my teacher know what I need and want. 2. During this class, I express my preferences and opinions. 3. When I need something in this class, I'll ask the teacher for it. 4. During class, I ask questions to help me learn. 5. I let me teacher know what I am interested in. |
Agentic Engagement Scale (AES)The AES is a brief, 5-item, self-report measure with strong psychometric properties to assess one aspect of students' classroom engagement-namely, their agentic engagement.
For more information on the AES, click the name of the questionnaire above. |
Engagement-Disengagement ScaleThe Engagement-Disengagement Scale is an 8-scale, 39-item instrument designed to assess four aspects of students' classroom engagement--behavioral, emotional, agentic, and cognitive, and also four aspects of students' classroom disengagement--behavioral, emotional, agentic, and cognitive.
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ENGAGEMENT RATING SCALE
The Engagement Rating Scale assess the four dimension of engagement of behavioral engagement, emotional engagement, agentic engagement, and cognitive engagement.
Click here for the Engagement Rating Scale.
The Engagement Rating Scale assess the four dimension of engagement of behavioral engagement, emotional engagement, agentic engagement, and cognitive engagement.
Click here for the Engagement Rating Scale.
STUDENT MOTIVATION MEASURES
Activity-Feelings States (AFS)
The AFS is a brief, 12-item, easy-to-administer, self-report measure to assess three motivational phenomena--namely, the three psychological needs emphasized in self-determination theory--autonomy, competence, and relatedness. These three needs are assessed as situation-specific and ephemeral (short-term) experiential states. The AFS produces three scores, one for perceived autonomy, one for perceived competence, one for perceived relatedness.
For more information on the AFS, click the name of the questionnaire above.
For more information on the AFS, click the name of the questionnaire above.
Self-Reported Intrinsic Motivation (SRIM), or "Interest-Enjoyment"
The SRIM is a brief, 8-item self-report measure to assess task-related interest-enjoyment, which we refer to as self-reported intrinsic motivation. The SRIM has been shown to correlate significantly with the traditional behavioral measure of intrinsic motivation, which is persistence with the activity during a free-choice interval.
For more information on the SRIM, click the name of the questionnaire above.
For more information on the SRIM, click the name of the questionnaire above.