Design and validation of motivational teaching style’s observational scale

Authors

DOI: https://doi.org/10.6018/cpd.430321
Keywords: Basic Psychological Needs, Self-Determination Theory, Teaching, Observation, Assessment

Abstract

The observational methodology allows the analysis of the motivational style displayed by the teacher in class and provides a new perspective to interpret the influence of teacher interactions in the instructional process. The aim of this work was to design an ad hoc estimation scale for the Measure of Interpersonal Teaching Style (MEID) and to validate it. 30 university teachers (16 women and 14 men) with a mean age of 46.1 years (SD = 5.8) and with a teaching experience of 15.71 years (SD = 6.9) participated. Data quality was achieved through the content validity technique by expert judgment and the quantitative aspect was treated through Kendall's W analysis, fitting a final model of 60 items grouped into 4 exhaustive and mutually exclusive dimensions: autonomy support, pre-task structure support, on-task structure support, and relationship support. The initial evidence of the MEID scale presents it as a robust and reliable psychometric instrument to be used as an observational technique of interpersonal teaching style. The results obtained open new lines of study in which the MEID scale could be used in training programs aimed at optimizing adaptive motivational teaching patterns.

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Author Biography

Elisa Huéscar Hernández, Universidad Miguel Hernández de Elche

Departamento de Psicología de la Salud.

Profesora Ayudante Doctora a tiempo completo.

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Published
03-01-2022 — Updated on 03-01-2022
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How to Cite
Barrachina Peris, J., Moreno Murcia, J. A., & Huéscar Hernández, E. (2022). Design and validation of motivational teaching style’s observational scale. Sport Psychology Notebooks, 22(1), 67–80. https://doi.org/10.6018/cpd.430321
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Psicología del Deporte

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