Year: 2008
Type: conference-paper
Study design: Observational Study
Abstract: This study investigated the construct of Teacher Autonomy Support Scale (TASS) in the context of ESL classroom in Malaysia and how it influenced student‘s classroom engagement. The sample comprised 378 students from 14 day schools in a rural area. An empirical study (N=378) was conducted to explore aspects of reliability and validity of the TASS. Confirmatory Factor Analysis via AMOS (7.0) showed evidence of convergent validity of the newly developed scale. A covariance structural analysis shows that teacher‘s autonomy support is a significant predictor for cognitive and behavioural engagement for students in ESL classroom.
Authors: Rajaletchumi Thaliah, Rosna Awang Hashim
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2111320260