The Questionnaire on Teacher Support Adaptivity (QTSA): Reliability and Validity of Student Perceptions

Adaptive teacher support (i.e., that is tailored to students’ understanding) considered crucial for learning. Previous research examined adaptivity mostly in small-scale, observational studies without distinguishing between theory-based facets of adaptivity. Yet, perceptions different aspects teachers’ may be important academic functioning. We investigated what extent students perceive facets. developed the Questionnaire on Teacher Support Adaptivity (QTSA) measuring and its reliability validity two samples secondary school (Nstudy1 = 1682; Nstudy2 1048). Overall, QTSA provided reliable valid scores at student level. One facet (non-adaptive with much regulation upon high should used some caution needs further research. The converged but also added other constructs tapping into Students’ were distinguishable from teaching indicators (agency autonomy support). can provide both individual class level feedback practitioners help researchers gain more insight possible differential effectiveness