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5.6 Limitations and suggestions for future research
The advantage of the present study was that teacher support and basic needs were examined individually, which were rarely explored by previous studies (Zimmer-Gembeck, et al., 2006 ; Jang et al., 2009). The second advantage of the present study was the cross-cultural examination of self-determination variables in an east Asian country in Taiwan. However, there were still some limitations, which show as follows.
The measurements used in the present study were originally developed in Western cultures. Even though the exploratory factor analysis and confirmatory factor analysis were conducted to mend the shortcomings, there are still some cultural barriers in understanding the items by participants and some factors were difficult to merge. For example, the exploratory analysis and confirmatory factor analysis showed that teacher support of structure had a lower reliability. Therefore, the reconstruction of the instruments in Taiwanese context was suggested in order to improve the validity of the instruments as well as to avoid errors and misunderstandings. Second, the method of data collections in the study was self-report measures. Multiple data collections including interviewing or field observation could be adopted in the future. Moreover, the data collection of the study was cross-sectional, which failed to observe changes of the variables across different times. Therefore, longitudinal research was suggested to probe the changes of basic needs, teacher support, and engagement in high school context. Third, other statistical methods can provide different perspectives of the findings such as moderated effect between teacher support and basic needs, which could further clarify the relationships among variables. In summary, the present research findings and practical implications could be provided for teachers, and school administrators.
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Appendix A Basic Need Satisfaction in general (original scale) 1. I feel like I am free to decide for myself how to live my life
2. I really like the people I interact with 3. Often, I do not feel very competent.
4. I feel pressured in my life.
5. People I know tell me I am good at what I do.
6. I get along with people I come into contact with.
7. I pretty much keep to my self and don’t have a lot of social contacts.
8. I generally feel free to express my ideas and opinions.
9. I consider the people I regularly interact with to be my friends 10.I have been able to learn interesting new skills recently.
11. In my daily life, I frequently have to do what I am told.
12. People in my life care about me.
13. Most days I feel a sense of accomplishment from what I do.
14. People I interact with on a daily basis tend to take my feelings into consideration.
15. In my life I do not get much of a chance to show how cable I am.
16. There are not many people that I am close to.
17. I feel like I am pretty much by myself in my daily situations.
18. The people I interact with regularly do not seem to like me much.
19. I often do not feel very capable.
20.There is not much opportunity for me to decide for myself how to do things in my daily life.
21.People are generally pretty friendly towards me.
Autonomy: 1, 4, 8, 11, 14, 17, 20
Competence: 3(R), 5, 10, 13, 15(R), 19(R) Relatedness: 2, 6, 7(R), 9, 12, 16(R), 18, 21
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Appendix C Student Report of Teacher Context (original scale) Teacher Involvement
Teacher Provision of Structure Contingency
9. Everytime I do something wrong, my teacher acts differently.
10. My teacher keeps changing how he/she acts towards me.
Expectations
11. My teacher doesn’t make it clear what he/she expects of me in class.
12. My teacher doesn’t tell me what he/she expects of me in school.
Help/Support
13. My teacher shows me how to solve problems for myself.
14. If I can’t solve a problem, my teacher shows me different ways to try to.
Adjustment/Monitoring
15. My teacher makes sure I understand before he/she goes on.
16. My teacher checks to see if I’m ready before he/she starts a new topic.
Teacher Provision of Autonomy Support Choice
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Relevance
23. My teacher talks about how I can use the things we learn in school.
24. My teacher doesn’t explain why what I do in school is important to me.
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Appendix D Teacher Support scale 我對某一位特定老師的感受
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Appendix E Engagement vs. Disaffection with Learning (original scale)
Behavioral Engagement
1. I try hard to do well in school.
2. In class, I work as hard as I can.
3. When I’m in class, I participate in class discussions.
4. I pay attention in class.
5. When I’m in class, I listen very carefully.
Behavioral Disaffection
6. When I’m in class, I just act like I’m working.
7. I don’t try very hard at school.
8. In class, I do just enough to get by.
9. When I’m in class, I think about other things.
10. When I’m in class, my mind wanders.
Emotional Engagement
11. When I’m in class, I feel good.
12. When we work on something in class, I feel interested.
13. Class is fun.
14. I enjoy learning new things in class.
15. When we work on something in class, I get involved.
Emotional Disaffection
16. When we work on something in class, I feel bored.
17. When I’m in class, I feel worried.
18. When we work on something in class, I feel discouraged.
19. Class is not all that fun for me.
20. When I’m in class, I feel bad.
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Appendix F Learning Engagement scale 第三部份：我在這位老師課堂上的感受
請選擇與第二部分相同的那一位老師，回想您上這位老師的課時，您當時的感 受與想法。
1. 在他（她）的課堂上，我會努力地把功課做好。
2. 在他（她）的課堂上，我很盡力。
3. 在他（她）的課堂上，我會參與課堂討論。
4. 在他（她）的課堂上，我上課時是專心的。
5. 在他（她）的課堂上，我認真聽講。
6. 在他（她）的課堂上，我會假裝我在聽講。
7. 在他（她）的課堂上，我沒有很盡力。
8. 在他（她）的課堂上，我只會應付一下。
9. 在他（她）的課堂上，我會想著其他的事。
10.在他（她）的課堂上，我會分心。
11.在他（她）的課堂上，我的感覺不錯。
12.在他（她）的課堂上進行課程活動時，我是有興趣的。
13. 在他（她）的課堂上，我覺得有趣。
14.在他（她）的課堂上學習新東西時，我覺得愉快。
15.在他（她）的課堂上進行課程活動時，我會被吸引的。
16.在他（她）的課堂上，我覺得放心。
17.在他（她）的課堂上，我會感到無聊。
18.在他（她）的課堂，我覺得憂慮。
19.在他（她）的課堂上，我覺得沮喪低落。
20.在他（她）的課堂上，我覺得擔心。
21.在他（她）的課堂上，我的感覺不好。
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Appendix G Item correlations of Basic Needs scale
V1 V2 V8 V10 V14 V15 V17 V18 V19 V26 V29 V30 V33
V1 1.000
V2 0.538 1.000
V8 0.176 0.142 1.000
V10 0.358 0.291 0.231 1.000 V14 0.074 0.123 0.137 0.088 1.000 V15 0.045 0.047 0.152 0.016 0.511 1.000 V17 0.027 0.100 0.140 0.128 0.595 0.495 1.000 V18 0.070 0.035 0.118 0.050 0.441 0.558 0.421 1.000 V19 0.026 0.035 0.105 0.060 0.438 0.427 0.427 0.454 1.000 V26 0.110 0.044 0.145 0.184 0.143 0.192 0.134 0.215 0.204 1.000
V29 0.168 0.093 0.263 0.130 0.241 0.234 0.201 0.221 0.213 0.395 1.000 V30 -0.046 -0.076 0.058 -0.022 0.267 0.182 0.169 0.215 0.207 0.273 0.133 1.000 V33 0.134 0.080 0.192 0.145 0.192 0.183 0.109 0.220 0.221 0.635 0.430 0.325 1.000
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Appendix H Item correlations of Teacher Support scale
V1 V2 V3 V4 V5 V6 V15 V16 V17 V18 V23 V24 V7 V8 V9 V10 V19 V20 V1 1.000
V2 0.752 1.000
V3 0.587 0.631 1.000
V4 0.431 0.440 0.589 1.000
V5 0.495 0.565 0.503 0.321 1.000
V6 0.460 0.515 0.437 0.260 0.495 1.000 V15 0.399 0.392 0.337 0.308 0.345 0.236 1.000 V16 0.351 0.385 0.285 0.234 0.320 0.179 0.642 1.000 V17 0.418 0.424 0.382 0.313 0.318 0.335 0.436 0.451 1.000 V18 0.393 0.413 0.323 0.281 0.294 0.269 0.297 0.299 0.640 1.000
V23 0.351 0.423 0.296 0.217 0.313 0.324 0.336 0.326 0.495 0.344 1.000 V24 0.286 0.316 0.295 0.247 0.203 0.197 0.209 0.196 0.342 0.316 0.352 1.000 V7 0.336 0.373 0.297 0.227 0.317 0.203 0.249 0.216 0.238 0.308 0.262 0.264 1.000 V7 0.329 0.387 0.346 0.298 0.303 0.213 0.259 0.245 0.247 0.288 0.234 0.191 0.666 1.000 V8 0.118 0.106 0.057 0.083 0.033 0.002 0.028 0.066 -0.002 0.101 0.050 0.130 0.210 0.159 1.000 V10 0.332 0.265 0.213 0.177 0.178 0.157 0.137 0.097 0.115 0.195 0.221 0.275 0.271 0.186 0.457 1.000 V19 0.219 0.150 0.120 0.155 0.072 0.136 0.115 0.067 0.137 0.206 0.160 0.153 0.129 0.081 0.175 0.266 1.000 V20 0.083 -0.029 -0.001 0.080 -0.076 0.030 -0.019 -0.131 -0.025 0.036 -0.018 0.102 0.059 0.031 0.142 0.154 0.484 1.000
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