About RILAE
The Research Institute for Learner Autonomy Education (RILAE) was established in April 2017 at Kanda University of International Studies (KUIS). Its aim is to promote research, professional development, and best practice in developing lifelong autonomous learning.
Contact
Research Institute for Learner Autonomy Education (RILAE)
Kanda University of International Studies
Wakaba 1-4-1
Mihama-ku
Chiba
Japan
261-0014Email: rilae@kuis.ac.jp
Category Archives: Self-determination theory
Perceived Autonomy Support: The Learning Climate Questionnaire (LCQ)
Purpose: To determine the degree to which the target individuals perceive people in positions of authority–their teachers, managers, health care providers, or coaches–to be autonomy-supportive. Sources: http://selfdeterminationtheory.org/perceived-autonomy-support/ http://youthrex.com/wp-content/uploads/2017/06/LCQ-TM.pdf
Index of Autonomous Functioning (IAF)
Purpose: To determine trait autonomy based on three theoretically derived subscales assessing authorship/self-congruence, interest-taking, and low susceptibility to control. Source: http://selfdeterminationtheory.org/iaf/
The Self-Determination Scale (SDS)
Purpose: To assess individual differences in the extent to which people tend to function in a self-determined way. Source: https://kellyholloway.weebly.com/uploads/1/1/7/0/11708533/sdsfull.pdf
Perceived Competence Scales (PCS)
Purpose: To assess feelings of competence about an area. Source: http://selfdeterminationtheory.org/perceived-competence-scales/
The Self-Regulation Questionnaires
Purpose: To assess individual differences in the types of motivation or regulation. Sources: http://selfdeterminationtheory.org/self-regulation-questionnaires/ https://casaa.unm.edu/inst/SelfRegulation%20Questionnaire%20(SRQ).pdf
The General Causality Orientations Scale (GCOS)
Purpose: To assess the strength of three different motivational orientations (autonomy, controlled, impersonal) within an individual. Source: http://selfdeterminationtheory.org/general-causality-orientations-scale/
Mindfulness, Attention, Awareness Scale
Purpose: To assess a core characteristic of dispositional mindfulness, namely, open or receptive awareness of and attention to what is taking place in the present. Sources: http://selfdeterminationtheory.org/mindfulness-attention-awareness/ https://ppc.sas.upenn.edu/resources/questionnaires-researchers/mindful-attention-awareness-scale https://kirkwarrenbrown.vcu.edu/wp-content/scales/MAAS%20trait%20research-ready%20+%20intro.pdf
Strategies Inventory for Language Learning
Purpose: To assess how often learners employ specific language learning strategies. Sources: https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/SILL%20survey.pdf http://www.enl.auth.gr/gala/14th/Papers/English%20papers/Kazamia.pdf
Motivated Strategies for Learning Questionnaire (MSLQ)
Purpose: To assess motivation and learning strategies used by college students. Sources: http://stelar.edc.org/instruments/motivated-strategies-learning-questionnaire-mslq Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 33-40.
Awareness of Independent Learning Inventory (AILI)
Purpose: To measure awareness of independent learning. Sources: http://dergipark.gov.tr/download/article-file/296790 Elshout-Mohr, M., J. Meijer, M.M. van Daalen-Kapteijns, and W. Meeus. 2003. A self-report inventory for metacognition related to academic tasks. Amsterdam: University of Amsterdam, SCO-Kohnstamm Instituut.