Teacher as Social Context (TASC) questionnaire in the Spanish setting: Teacher versionIglesias-Garcia, M-T., Maulana, R., Fernandez-Garcia, C-M. & Garcia-Perez, O., 2020, In : Psicología Educativa. 26, 1, p. 17-26 10 p.
Research output: Contribution to journal › Article › Academic › peer-review
This study pioneered the construction or adaptation of a Spanish version of the Teacher as Social Context (TASC) Questionnaire. The current study included a sample of 410 secondary education teachers in Spain. A confirmatory factor analysis was performed using the maximum likelihood estimation; the factorial invariance of the TASC-Spanish teacher measure across genders was analyzed using a multi-group confirmatory factor analysis. Finally, correlational analyses between the three TASC scales (involvement, structure, and autonomy support) and behavioral and emotional engagement were run. The results of this research confirmed the structure of the original instrument maintaining the three basic domains. The measurement model also proved to be invariant across gender. Besides, this study supports the assumption that teachers’ perceptions of their own activity to fulfil students’ basic psychological needs show a relationship with students’ emotional and behavioural engagement, being teachers’ involvement the most determinant domain.
|Number of pages||10|
|Early online date||12-Nov-2019|
|Publication status||Published - 2020|
- Self-determination theory, Behavioural engagement, Emotional engagement, Secondary Education, SELF-DETERMINATION THEORY, PSYCHOLOGICAL NEED SATISFACTION, GOODNESS-OF-FIT, AUTONOMY SUPPORT, ACADEMIC MOTIVATION, STUDENT ENGAGEMENT, INTRINSIC MOTIVATION, SCHOOL, CLASSROOM, ACHIEVEMENT
No data available