Developing a Scale for Learner Autonomy Support

Abstract

AbstractThe aim of the present study is to develop a scale to determine how necessary the primary and secondary school teachers view the learner support behaviours and how much they perform these behaviours. The study group was composed of 324 primary and secondary school teachers. The process of developing the scale involved a literature scan, taking student opinions through essays, creating an item pool, taking expert opinions, a pretesting study as well as studies on determining the structural validity and reliability. The results of explanatory factor analysis showed that the scale had a structure of one dimension with three factors and also confirmatory factor analyses confirmed the these three factor structure of the scale. These factors were called Feeling And Thinking Support (7 items), Learning Process Support (5 items) and Evaluation Process(4 items). It was seen that the factor weights of the scale items varied between 0.536 and 0.728 for necessity; 0.596-0.753 for execution. According to t-test results differences between each item's means of upper 27% and lower 27% points were significant. The Cronbach alpha reliability coefficient is ?=0.89 for necessity, ?=0.92 for execution. These results indicate that the Learner Autonomy Support Scale has sufficient validity and reliability.Key WordsAutonomy Support, Confirmatory Factor Analysis, Constructivist Learning, Learner Autonomy, Scale Development, Self-determination Theory.In today's world, the designation of learner-centered, constructivist learning environments that enable learners to learn meaningfully based on their own existing knowledge and through their own efforts has gained significance as opposed to traditional learning environments based on knowledge transfer by teachers. According to constructivist approach, learners create their own knowledge by actively participating in learning process. This approach that emphasizes learning rather than teaching also gives importance to learner and supports student participation in learning (Wang, 2011). In constructivist learning environments, teacher and students' roles and their interactions differ from traditional approach. Teacher, in constructivist learning process, needs to carry out roles such as facilitating learning, providing options for students, assisting students to give their own decisions and solve their problems by themselves (Ya?ar, 1998), supporting the responsibility for learning and planning authentic tasks (Koc, 2006).Constructivist approach gives learners opportunities to ask their own questions, to create their own concepts and learning strategies based on existing knowledge (Fosnot, 1996). Learners in constructivist approach have control and responsibility over their learning process. In other words, they carry out roles of autonomous learners. Teacher in this process needs to accept learner and entrepreneurship and also needs to support learners in this aspect (Bay, Kaya, & Gundo?du, 2010; Brooks & Brooks, 1993; ?ahin, 2004; Yager, 1991). Teachers are supposed to create a learning environment that enables students to make independent decisions and become productive. According to constructivist approach, one of the significant goals of education is to promote learner (Castle, 2004; Ozturk, 2011).According to self-determination theory, is one of three basic universal psychological needs that needs to be satisfied for individuals' spiritual health and well-being (Andersen, 2000; Coleman, 2000; Ryan & Deci, 2000). The need for is related to individuals' feeling of being able to make decisions about his or her actions rather than the feeling of obligation to perform certain behaviors or feeling of being under control (Gagne & Deci, 2005; Ingledew, Markland, & Sheppard, 2004; Kart & Guldu, 2008; Kowal & Fortier, 1999). This theory emphasizes that the terms autonomy and independence are used in different meanings. …