Derwin Chan Research
Health care climate questionnaire

Teacher or PE Teacher version - Education context (Learning Climate Questionnaire)

Perceived Autonomy Support (Teacher/ PE Teachers/ Lecturer)

Your teacher/ PE teacher/ lecturer may have different styles in dealing with you, and we would like to know more about how you have felt about them. Your responses are confidential. Please be honest and candid. If you have several teacher/ PE teacher/ lecturer, please refer to the one you think he/ she is the most important to you.


 

 

Strongly

Disagree

 

Strongly

Agree

1

I feel that my teacher/ PE teacher/ lecturer has provided me choices and options.

1

2

3

4

5

6

7

2

I feel understood by my teacher/ PE teacher/ lecturer.

1

2

3

4

5

6

7

3

My teacher/ PE teacher/ lecturer conveys confidence to do well at my job

1

2

3

4

5

6

7

4

My teacher/ PE teacher/ lecturer encourages me to ask questions.

1

2

3

4

5

6

7

5

My teacher/ PE teacher/ lecturer listens to how I would like to do things.

1

2

3

4

5

6

7

6

My teacher/ PE teacher/ lecturer tries to understand how I see things before suggesting a new way to do things.

1

2

3

4

5

6

7


这份问卷中含有的项目是有关您的老师／体育老师／讲师 对您的关怀与照顾。您的回应都是保密的。请诚实和坦率。请阅读每项陈述，然后圈出最能代表您的想法的数字，请注意每项陈述句子并没有对或错，请按您自己的感觉作出回答。如您有多于一个的老师／体育老师／讲师，请以对您最重要的的老师／体育老师／讲师作出回答。



 

 

完全

不同意

 

非常

同意

1

我感觉到我的老师／体育老师／ 讲师已经给予我选择的权利与机会。

1

2

3

4

5

6

7

2

我感觉到我的老师／体育老师／ 讲师了解我。

1

2

3

4

5

6

7

3

我的老师／体育老师／ 讲师为我作出改变的能力提供信心。

1

2

3

4

5

6

7

4

我的老师／体育老师／ 讲师鼓励我发问。

1

2

3

4

5

6

7

5

我的老师／体育老师／ 讲师聆听我想做的事情。

1

2

3

4

5

6

7

6

我的老师／体育老师／ 讲师在建议一个新的做事方法前，会尝试了解我的看法。

1

2

3

4

5

6

7



Notes. Only lecturer version of the scale (English and simplified Chinese version) was tested in the studies (Chan, Yang, Hamamura et al., 2015; Chan, Yang, Mulan et al., 2015).  Please edit the subject of the scale for choosing the type of educator (see the highlight).


Citation:

 

Chan, D. K. C., Yang, S. X., Hamamura, T., Sultan, S., Xing, S., Chatzisarantis, N. L. D., & Hagger, M. S. (2015). In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan. Motivation and Emotion, 39(6), 908-925. doi: 10.1007/s11031-015-9506-x