Development of the Japanese version of the Learning Climate Questionnaire (LCQ-J)

Abstract

Previous research indicates that teachers’ autonomy support increases students’ motivation to learn autonomously. The Learning Climate Questionnaire (LCQ), which assesses students’ perceptions of teachers’ autonomy support, is used extensively around the world. In study 1, we developed a Japanese version of the Learning Climate Questionnaire (LCQ-J) and examined its validity by analyzing data from a survey of 114 junior high school students. The results revealed that the LCQ-J was composed of one factor and had a positive relationship with both autonomous motivation for learning and satisfaction of basic psychological needs. In study 2, we conducted a survey of 293 junior high school students to further validate the LCQ-J. The results indicated that students’ perception of autonomy support was positively correlated with autonomous motivation and self-efficacy, and negatively correlated with learning anxiety.