{"id":570,"date":"2018-07-18T09:44:22","date_gmt":"2018-07-18T00:44:22","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/?p=570"},"modified":"2018-07-18T09:44:22","modified_gmt":"2018-07-18T00:44:22","slug":"perceived-autonomy-support-the-learning-climate-questionnaire-lcq","status":"publish","type":"post","link":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/perceived-autonomy-support-the-learning-climate-questionnaire-lcq\/","title":{"rendered":"Perceived Autonomy Support: The Learning Climate Questionnaire (LCQ)"},"content":{"rendered":"<p><strong>Purpose<\/strong>:\u00a0<span style=\"font-weight: 400;\">To determine the degree to which the target individuals perceive people in positions of authority\u2013their teachers, managers, health care providers, or coaches\u2013to be autonomy-supportive.<\/span><\/p>\n<p><strong>Sources<\/strong>:<\/p>\n<ul>\n<li><a href=\"http:\/\/selfdeterminationtheory.org\/pas-learning-climate\/\">http:\/\/selfdeterminationtheory.org\/perceived-autonomy-support\/<\/a><\/li>\n<li><a href=\"http:\/\/youthrex.com\/wp-content\/uploads\/2017\/06\/LCQ-TM.pdf\">http:\/\/youthrex.com\/wp-content\/uploads\/2017\/06\/LCQ-TM.pdf<\/a><\/li>\n<\/ul>\n<p><!--more--><\/p>\n<p><strong>Short description:<\/strong>\u00a0<span style=\"font-weight: 400;\">The Climate Questionnaires yield a score on a 7-point scale which indicates the degree to which health care providers, instructors, managers, or coaches are perceived to be autonomy supportive. Higher scores indicate greater perceived autonomy support. Each questionnaire can be used either in a long, 15-item version, or a short 5-item version. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">The LCQ has a long form containing 15 items and a short form containing 6 of the items. The questionnaire is typically used with respect to specific learning settings\u201a such as a particular class\u201a at the college or graduate school level. Thus\u201a the questions are sometimes adapted slightly\u201a at least in the instructions\u201a so the wording pertains to the particular situation being studied-\u200e-an organic chemistry class\u201a for example. In these cases\u201a the questions pertain to the autonomy support of an individual instructor\u201a preceptor\u201a or professor. If\u201a however\u201a it is being used to assess a general learning climate in which each student has several instructors\u201a the questions are stated with respect to the autonomy support of the faculty members in general.<\/span><\/p>\n<p><strong>Sample questions:\u00a0<\/strong><\/p>\n<p><span style=\"font-weight: 400;\">Instructions: This questionnaire contains items that are related to your experience with your instructor in this\u00a0<\/span><span style=\"font-weight: 400;\">class. Instructors have different styles in dealing with students, and we would like to know more\u00a0<\/span><span style=\"font-weight: 400;\">about how you have felt about your encounters with your instructor. Your responses are\u00a0<\/span><span style=\"font-weight: 400;\">confidential. Please be honest and candid.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Sample questions: <\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">I feel I understand club members.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">I encourage youth to ask questions.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">I listen to how youth would like to do things.<\/span><\/li>\n<\/ul>\n<p><strong><span style=\"font-weight: 400;\">More questions can be found at: <\/span><a href=\"https:\/\/www.researchgate.net\/publication\/237241793_The_Learning_Climate_Questionnaire_LCQ\"><span style=\"font-weight: 400;\">https:\/\/www.researchgate.net\/publication\/237241793_The_Learning_Climate_Questionnaire_LCQ<\/span><\/a><\/strong><\/p>\n<p><strong>Paid or free:\u00a0<\/strong>Free (with registration)<\/p>\n<p><strong>Reliability\/validity measures:\u00a0<\/strong><\/p>\n<p>Reliability:<\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">High reliability (internal consistency \u03b1 =.82-.92)<\/span><\/li>\n<li><span style=\"font-weight: 400;\">\u201cAcross domains, the alpha coefficient of internal consistently is virtually always above 0.90. The short form may be slightly less but has always been good.\u201d<\/span><\/li>\n<\/ul>\n<p>Validity: N\/A<\/p>\n<p><strong>Setting:\u00a0<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Health care<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Sports management<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Education<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Workplace<\/span><\/li>\n<\/ul>\n<p><strong>Stakeholder(s):\u00a0<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Patients<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Athletes<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Employees<\/span><\/li>\n<\/ul>\n<p><strong>Type of measurement:\u00a0<\/strong>Questionnaire<\/p>\n<p><strong>Possible uses: <span style=\"font-weight: 400;\">Evaluation of authoritative figures (ex. instructors, managers) <\/span><\/strong><\/p>\n<p><strong>Ease of implementation: <span style=\"font-weight: 400;\">Easy to distribute, but may be complicated to score. 15 items, est. 5 min. <\/span><\/strong><\/p>\n<p><strong>Advantages:\u00a0<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Data is quantitative <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Depending on the setting, the wording of questions can be adapted slightly<\/span><\/li>\n<\/ul>\n<p><strong>Drawbacks:\u00a0<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Depending on which version is utilized (15-item or 6-item) as well as the number of instructors of the class, the scoring can get complicated. However, after the computations are complete, the numbers are easy to interpret. <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Negatively-worded items must be reverse-coded.<\/span><\/li>\n<\/ul>\n<p><strong>Studies this has been used in: <span style=\"font-weight: 400;\">Black, A. E., &amp; Deci, E. L. (2000). The effects of instructors&#8217; autonomy support and students&#8217; autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756.<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Purpose:\u00a0To determine the degree to which the target individuals perceive people in positions of authority\u2013their teachers, managers, health care providers, &hellip; <a href=\"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/perceived-autonomy-support-the-learning-climate-questionnaire-lcq\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":5,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11,4,3],"tags":[],"class_list":["post-570","post","type-post","status-publish","format-standard","hentry","category-autonomy","category-questionnaire","category-self-determination-theory"],"_links":{"self":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts\/570","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/comments?post=570"}],"version-history":[{"count":5,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts\/570\/revisions"}],"predecessor-version":[{"id":642,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts\/570\/revisions\/642"}],"wp:attachment":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/media?parent=570"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/categories?post=570"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/tags?post=570"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}