ArticleFrontiers in psychology2023
Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the learning climate questionnaire.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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3 citing papers in PubMed, 3 citations in OpenAlex.
- Student Employability in the Transition from University to the Labor Market: The Role of Faculty Support and Self-Compassion.International journal of environmental research and public health · 2026Article
- Research on the application behavior of generative artificial intelligence learning of college students based on self-determination theory.Frontiers in psychology · 2026Article
- Cross-cultural validation and measurement invariance of the learning climate questionnaire in physical education: evidence from Mexico and Spain.Frontiers in psychology · 2026Article
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Authors and funding
4 authors at 2 institutions in 1 country.
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Abstract
Introduction: Self-determination construct is a motivation theory used in professional and educational context to foster special needs teachers' development of metacognition, and psychological wellbeing. The Learning Climate Questionnaire (LCQ) is a validate questionnaire used to underly teachers' professional and personal competence, and improving social, emotional and career outcomes. The present paper aims to evaluate the degree of reliability (R1) and the adherence of construct validity to the construct of self-determination (R2) of the Italian adaptation of the LCQ. Methods: A confirmatory factorial analysis was conducted to evaluate the factorial structure of the LCQ in a sample of Italian special needs teachers ( Results: The analysis showed a good reliability (R1) and construct validity of the Italian adaptation of the questionnaire, with a high internal consistency compared to those obtained in other studies (R2). Discussion: Teachers' autonomy support and teacher-student relation can positively impact the students' psychological factors and enhance students' learning motivation and academic achievement. Findings reveal that higher levels of learning climate could also be a key factor in reducing teachers' negative stress and mental health consequences. Conclusion: This study may facilitate further research about the autonomy-supportive learning climate in educational settings in Italy.
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