Development and initial validation of the Classroom Motivational Climate Questionnaire (CMCQ)

implications for classroom practice derived from research on motivation in education carried out within the framework of different theoretical orientations (Alonso-Tapia, 2005; Urdan & Turner, 2005). However, according to Urdan and Turner, the beneficial effects of many of the suggested applications have not been tested in actual classrooms, a fact that may be due to different factors. One of them might be the difficulty of application of the suggested teaching practices. For instance, it has been recommended that teachers should develop and assign academic tasks that are personally meaningful and relevant for students, but it is very difficult to individualize instruction like this. Another factor contributing to the above mentioned fact might have been that modifications of classroom practices take place in the context of a set of teaching patterns with which they interact. Due to this fact, It is very difficult to test the effect of an isolated modification in real classrooms unless the set of teaching patterns is taken into account. So, in order to overcome this obstacle it is necessary to identify teaching patterns that configure different learning environments, and to develop instruments for assessing them, a task that constitutes the objective of this study. Theoretical framework