Académique Documents
Professionnel Documents
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Questionnaires
DescriptionofScales
TheProblemsinSchoolsQuestionnaireandtheProblemsatWorkQuestionnaireweredeveloped
usingthesameformatandthesamebasicconcept.Eachassesseswhetherindividualsina
positionofauthority,whosejobis,inpart,tomotivateothers,tendtobeorientedtoward
controllingthebehaviorofthoseothersversussupportingtheirautonomy.TheProblemsin
SchoolsQuestionnaire(PIS)assesseswhetherteacherstendtobecontrollingversusautonomy
supportivewiththeirstudents.TheProblemsatWorkQuestionnaire(PAW)assesseswhether
managerstendtobecontrollingversusautonomysupportivewiththeiremployees.The
measuresarecomposedofeightvignettes,eachofwhichisfollowedbyfouritems.Thefour
itemsfollowingeachvignetterepresentfourdifferentbehavioraloptionsfordealingwiththe
problemthatisposedinthevignette:oneisHighlyAutonomySupportive(HA),oneis
ModeratelyAutonomySupportive(MA),oneisModeratelyControlling(MC),andoneisHighly
Controlling(HC).Respondentsratethedegreeofappropriatenessofeachofthefouroptions(on
asevenpointscale)foreachoftheeightsituations.Thus,thereareatotalof32ratings.
NotethattheMotivatorsOrientationsQuestionnaires(PISandPAW)weredesignedtobe
completedbytheteachersandthemanagers,respectively.Incontrast,theSDTbasedscales
referredtoasthePerceivedAutonomySupport(TheClimate)Questionnairesweredesignedto
becompletedbythepeoplebeingmotivatedthatis,bythestudentsabouttheirteachers
autonomysupportversuscontrolandbythesubordinatesabouttheirmanagersautonomy
supportversuscontrol.
Thisscalesarebelievedtomeasurearelativelystableorientationinadultstowardtheirapproach
tomotivatingothers;inotherwords,itisbelievedtoreflectanindividualdifferencevariablein
themotivators.Theresponsesareintermsofbehavioraloptions,butthesearebelievedtoreflect
characteristicsoftherespondent.
DescriptionofTheProblemsinSchoolsQuestionnaire(PIS)
ThePISwasdesignedforuseinschools,withteacherscompletingthescaleabouttheirown
orientationtowardmotivatingstudents,andthestudiesbyDeci,Schwartz,Sheinman,andRyan
(1981)validatedthescaleforuseinthatway.Ithasalsobeenusedwithparents,whoreporton
theirapproachtomotivatingtheirchildren.
ThePIS,withitsreliabilityandvalidity,isdescribedin:
Deci,E.L.,Schwartz,A.J.,Sheinman,L.,&Ryan,R.M.(1981).Aninstrumentto
assessadults'orientationstowardcontrolversusautonomywithchildren:Reflectionson
intrinsicmotivationandperceivedcompetence.JournalofEducationalPsychology,73,642
650.
Reeve,J.,Bolt,E.,&Cai,Y.(1999).Autonomysupportiveteachers:Howtheyteach
andmotivatestudents.JournalofEducationalPsychology,91,537548.
DescriptionofTheProblemsatWorkQuestionnaire(PAW)
ThePAWwasdesignedformanagersandwasvalidatedinastudybyDeci,Connell,andRyan
(1989).Thestudyindicated,forexample,thatmanagerswhowereorientedmoretoward
supportingtheirsubordinatesautonomyhadsubordinateswhoweremoresatisfiedwiththeirjobs
andhadahigherleveloftrustintheorganization.
ThePAW,withitsreliabilityandvalidity,isdescribedin:
Deci,E.L.,Connell,J.P.,&Ryan,R.M.(1989).Selfdeterminationinawork
organization.JournalofAppliedPsychology,74,580590.
TheProblemsinSchoolsQuestionnaire(PIS)
Onthefollowingpagesyouwillfindaseriesofvignettes.Eachonedescribesanincidentand
thenlistsfourwaysofrespondingtothesituation.Pleasereadeachvignetteandthenconsider
eachresponsesinturn.Thinkabouteachresponseoptionintermsofhowappropriateyou
considerittobeasameansofdealingwiththeproblemdescribedinthevignette.Youmay
mighttheoptiontobeperfect,inotherwords,extremelyappropriateinwhichcaseyou
wouldrespondwiththenumber7,.Youmightconsidertheresponsehighlyinappropriate,in
whichcasewouldrespondwiththenumber1.Ifyoufindtheoptionreasonableyouwouldselect
somenumberbetween1and7.Sothinkabouteachoptionandrateitonthescaleshownbelow.
Pleaserateeachofthefouroptionsforeachvignette.Thereareeightvignetteswithfouroptions
foreach.
Therearenorightorwrongratingsontheseitems.Peoplesstylesdiffer,andwearesimply
interestedinwhatyouconsiderappropriategivenyourownstyle.
Someofthestoriesaskwhatyouwoulddoasateacher.Othersaskyoutorespondasifyou
weregivingadvicetoanotherteacherortoaparent.Someaskyoutorespondasifyouwerethe
parent.Ifyouarenotaparent,simplyimaginewhatitwouldbelikeforyouinthatsituation.
Pleaserespondtoeachofthe32itemsusingthefollowingscale.
1 2 3 4 5 6 7
very moderately very
inappropriate appropriate appropriate
A. Jimisanaveragestudentwhohasbeenworkingatgradelevel.Duringthepasttwo
weekshehasappearedlistlessandhasnotbeenparticipatingduringreadinggroup.The
workhedoesisaccuratebuthehasnotbeencompletingassignments.Aphone
conversationwithhismotherrevealednousefulinformation.Themostappropriatething
forJimsteachertodois:
1. Sheshouldimpressuponhimtheimportanceoffinishinghisassignmentssincehe
needstolearnthismaterialforhisowngood.
2. Lethimknowthathedoesnthavetofinishallofhisworknowandseeifshe
canhelphimworkoutthecauseofthelistlessness.
3. Makehimstayafterschooluntilthatdaysassignmentsaredone.
4. Lethimseehowhecompareswiththeotherchildrenintermsofhisassignments
andencouragehimtocatchupwiththeothers.
B. Ataparentconferencelastnight,Mr.andMrs.Greeneweretoldthattheirdaughter
Sarahhasmademoreprogressthanexpectedsincethetimeofthelastconference.All
agreethattheyhopeshecontinuestoimprovesothatshedoesnothavetorepeatthe
grade(whichtheGreeneshavebeenkindofexpectingsincethelastreportcard).Asa
resultoftheconference,theGreenesdecideto:
5. Increaseherallowanceandpromiseheratenspeedifshecontinuestoimprove.
6. Tellherthatshesnowdoingaswellasmanyoftheotherchildreninherclass.
7. Tellheraboutthereport,lettingherknowthattheyreawareofherincreased
independenceinschoolandathome.
8. Continuetoemphasizethatshehastoworkhardtogetbettergrades.
C. Donnyloseshistemperalotandhasawayofagitatingotherchildren.Hedoesnt
respondwelltowhatyoutellhimtodoandyoureconcernedthathewontlearnthe
socialskillsheneeds.Thebestthingforyoutodowithhimis:
9. Emphasizehowimportantitisforhimtocontrolhimselfinordertosucceed
inschoolandinothersituations.
10. Puthiminaspecialclasswhichhasthestructureandrewardcontingencieswhich
heneeds.
11. Helphimseehowotherchildrenbehaveinthesevarioussituationsandpraisehim
fordoingthesame.
12. RealizethatDonnyisprobablynotgettingtheattentionheneedsandstartbeing
moreresponsivetohim.
D. Yoursonisoneofthebetterplayersonhisjuniorsoccerteamwhichhasbeenwinning
mostofitsgames.However,youareconcernedbecausehejusttoldyouhefailedhis
unitspellingtestandwillhavetoretakeitthedayaftertomorrow.Youdecidethatthe
bestthingtodois:
13. Askhimtotalkabouthowheplanstohandlethesituation.
14. Tellhimheprobablyoughttodecidetoforegotomorrowsgamesohecancatch
upinspelling.
15. Seeifothersareinthesamepredicamentandsuggesthedoasmuchpreparation
astheothers.
16. Makehimmisstomorrowsgametostudy;soccerhasbeeninterferingtoomuch
withhisschoolwork.
E. TheRangersspellinggrouphasbeenhavingtroubleallyear.HowcouldMissWilson
besthelptheRangers?
17. HaveregularspellingbeessothatRangerswillbemotivatedtodoaswellasthe
othergroups.
18. Makethemdrillmoreandgivethemspecialprivilegesforimprovements.
19. Haveeachchildkeepaspellingchartandemphasizehowimportantitistohavea
goodchart.
20. Helpthegroupdevisewaysoflearningthewordstogether(skits,games,andso
on).
F. InyourclassisagirlnamedMargywhohasbeenthebuttofjokesforyears.Sheisquiet
andusuallyalone.Inspiteoftheeffortsofpreviousteachers,Margyhasnotbeen
acceptedbytheotherchildren.Yourwisdomwouldguideyouto:
21. Prodherintointeractionsandprovideherwithmuchpraiseforanysocial
initiative.
22. Talktoherandemphasizethatsheshouldmakefriendssoshellbehappier.
23. Invitehertotalkaboutherrelationswiththeotherkids,andencouragehertotake
smallstepswhenshesready.
24. Encouragehertoobservehowotherchildrenrelateandtojoininwiththem.
G. Forthepastfewweeksthingshavebeendisappearingfromtheteachersdeskandlunch
moneyhasbeentakenfromsomeofthechildrensdesks.Today,Marvinwasseenby
theteachertakingasilverdollarpaperweightfromherdesk.Theteacherphoned
Marvinsmotherandspoketoheraboutthisincident.Althoughtheteachersuspects
thatMarvinhasbeenresponsiblefortheotherthefts,shementionedonlytheoneand
assuredthemotherthatshellkeepacloseeyeonMarvin.Thebestthingforthemother
todois:
25. Talktohimabouttheconsequencesofstealingandwhatitwouldmeaninrelation
totheotherkids.
26. Talktohimaboutit,expressingherconfidenceinhimandattemptingto
understandwhyhedidit.
27. Givehimagoodscolding;stealingissomethingwhichcannotbetoleratedandhe
hastolearnthat.
28. Emphasizethatitwaswrongandhavehimapologizetotheteacherandpromise
nottodoitagain.
H. Yourchildhasbeengettingaveragegrades,andyoudliketoseeherimprove.Auseful
approachmightbeto:
29. Encouragehertotalkaboutherreportcardandwhatitmeansforher.
30. Gooverthereportcardwithher;pointoutwhereshestandsintheclass.
31. Stressthatsheshoulddobetter;shellnevergetintocollegewithgradeslike
these.
32. OfferheradollarforeveryAand50centsforeveryBonfuturereportcards.
ScoringInformation.Theprocedureforscoringthequestionnairebeginsbyaveragingthe
eightratingsineachofthefourcategories.Thefourcategoriesarehighlycontrolling(HC),
moderatelycontrolling(MC),moderatelyautonomysupportive(MA),andhighlyautonomy
supportive(HA).Thefoursubscalescores(composedoftheaverageoftheeightresponsesfor
thatsubscale)canbeusedseparately,inmultivariateanalyses,ortheycanbecombinedintoone
overallreflectionoftheAdultsOrientationTowardControlVersusAutonomySupportwith
Children.Theoriginalprocedureforcombiningthefoursubscalesintoonetotalscalescore,as
describedinDeci,Schwartz,Sheinman,andRyan(1981)involvedweightingtheaverageforthe
highlycontrollingresponseswitha2(minustwo);weightingthemoderatelycontrollingaverage
with1(minusone);weightingtheaverageforthemoderatelyautonomysupportivesubscales
with+1;andweightingtheaverageforhighlyautonomysupportivesubscalewith+2.The
algebraicsumreflectstheadultsorientationstowardcontrolversusautonomysupport,witha
higherscorereflectingamoreautonomysupportiveorientationandalowerscoreoramore
negativescorereflectingamorecontrollingorientation.However,morerecentwork(e.g.,
Reeve,Bolt,&Cai,inpress)hasindicatedthatthesocalledmoderatelyautonomysupportive
subscaleactuallyactsmorelikeaSlightlyControllingsubscale.Accordingly,Reeveetal.
recommendedweightingtheMAsubscale0(zero),ratherthan1(minus1).Theitemsmaking
upthesubscalesareasfollows.
HC 3,5,10,16,18,21,27,32
MC 1,8,9,14,19,22,28,31
MA 4,6,11,15,17,24,25,30
HA 2,7,12,13,20,23,26,29
References
Deci,E.L.,Schwartz,A.J.,Sheinman,L.,&Ryan,R.M.(1981).Aninstrumentto
assessadults'orientationstowardcontrolversusautonomywithchildren:Reflectionson
intrinsicmotivationandperceivedcompetence.JournalofEducationalPsychology,73,642
650.
Reeve,J.,Bolt,E.,&Cai,Y.(1999).Autonomysupportiveteachers:Howtheyteach
andmotivatestudents.JournalofEducationalPsychology,91,537548.
TheProblemsatWorkQuestionnaire(PAW)
Onthefollowingpagesyouwillfindaseriesofvignettes.Eachonedescribesanincidentand
thenlistsfourwaysofrespondingtothesituation.Pleasereadeachvignetteandthenconsider
eachresponseinturn.Thinkabouteachresponseoptionintermsofhowappropriateyou
considerittobeasmeansofdealingwiththeproblemdescribedinthevignette,andthenrateit
onthesevenpointscale.Youmayfindtheoptiontobe"perfect,"inotherwords,"extremely
appropriate"inwhichcaseyouwouldratetheoptiona7.Youmayconsidertheresponsehighly
inappropriateinwhichcaseyoumightrateita1.Ifyoufindtheoptionreasonableyouwould
selectsomenumberbetween1and7asitsrating.Sothinkabouteachoptionandrateitonthe
accompanyingscale.Pleaserateeachofthefouroptionsforeachvignette.Thereareeight
vignetteswithfouroptionsforeach,foratotalof32items.
Therearenorightorwrongratingsontheseitems.People'sstylesdiffer,andweare
simplyinterestedinwhatyouconsiderappropriategivenyourownstyle.
Ineachcase,thestoriesaskaboutwhatistheappropriatethingforthesupervisortodo.
Someportrayyouasthesupervisorandsomeaskwhatyouthinkisappropriateforanother
supervisortodo.Whilesomeofthesesituationsmaynotbeonesthatwouldariseinyour
specificwork,simplyimaginewhatitwouldbelikeforyouinthatsituation,andrespond
accordingly.Inratingeachitem,pleaseusethefollowingscale:
1 2 3 4 5 6 7
very moderately very
inappropriate appropriate appropriate
A. Jim,anemployeeforseveralyears,hasgenerallydoneworkonaparwithothersinhis
branch.However,forthepastcoupleofweekshehasappearedpreoccupiedandlistless.
Theworkhehasdoneisgoodbuthehasmadefewercallsthanusual.Themost
appropriatethingforJim'ssupervisortodois:
1. ImpressuponJimthatitisreallyimportanttokeepupwithhisworkforhisown
good.
2. TalktoJimandtrytohelphimworkoutthecauseofhislistlessness.
3. Warnhimthatifhecontinuestoworkataslowerrate,somenegativeaction
mightbetaken.
4. Lethimseehowhisproductivitycompareswiththatofhiscoworkersand
encouragehimtocatchup.
B. Nancy,oneofyouremployees,hasbeengoingtonightschoolworkingtowardher
degree.Shehasbeenworkinghardatit,doingextremelywellandisproudofher
accomplishments.However,youareconcerned,becausesheisveryhardtoworkwith
wheneverthepressureatschoolishigh.Youdecidethebestthingtodois:
5. Askhertotalkouthowsheplanstohandlethesituation.
6. Tellherthatsheoughttowatchthebalancebetweenworkandschoolandsuggest
sheputmoreofherenergiesintoherjob.
7. Pointouthowotherworking"students"havehandledtheproblemandseeifthat
helpsherhandlethesituationbetter.
8. Insistthatshecutdownonthestudyingortakefewercourses;youcan'tallowit
tointerferewithwork.
C. Oneoftheworkteamsinanotherbranchhasbeendoingmorepoorlythantheother
groupsallyear.Theappropriatewayforthatmanagertohandlethesituationwouldbeto:
9. Tellthemthatperformancehastoimproveandofferthemtangibleincentivesto
improve.
10. Letthemknowhowtheotherteamsareperformingsotheywillbemotivatedto
doaswell.
11. Havesomediscussionswiththeteamasawholeandfacilitatetheirdevisingsome
solutionsforimprovingoutput.
12. Keeparecordofeachindividual'sproductivityandemphasizethatitisan
importantperformanceindex.
D. ForsometimeJack'sdowntimeshavebeenatasteady,averagelevel.Yoususpect
howeverthathecoulddobetter.Ausefulapproachmightbeto:
13. EncourageJacktotalkabouthisperformanceandwhethertherearewaysto
improve.
14. StresstoJackthatheshoulddobetter,andthathewon'tgetaheadifhecontinues
athiscurrentlevel.
15. Gooveryourevaluationwithhimandpointouthisrelativestandingwithothers.
16. Watchhimmoreclosely;praisehimforincreasedoutput,andpointoutwhenever
hefallsbehind.
E. Recentchangesintheoperationhaveresultedinaheavierworkloadforallthe
employees.Barbara,themanager,hadhopedthesituationwouldbetemporary,buttoday
shelearnedthatherbranchwouldneedtocontinuetoworkwiththereducedstaffforan
indefiniteperiod.Barbarashould:
17. Pointoutthatheremployeeswillkeeptheirownjobsonlyiftheycanremain
productiveatthecurrentrate;andthenwatchtheiroutputcarefully.
18. Explainthesituationandseeiftheyhavesuggestionsabouthowtheycouldmeet
thecurrentdemands.
19. Tellallofheremployeesthattheyshouldkeeptryingbecauseitistotheir
advantagetodoso.
20. Encourageheremployeestokeepupwiththeworkloadbypointingoutthat
peoplearedoingitadequatelyinotherbranches.
F. Thereisoneassignmentinyourterritorywhichisregardedbyallastheworst.Itinvolves
aregularvisittoanunpleasantbuildingtoworkonequipmentthatistypicallyabused.It
hasbeengiventotheemployeewiththeleastseniority.However,Dave,theman
currentlyassignedtothisjobhasbeendoingitforsometime,asnoonenewhasbeen
hired.Whileheisgenerallyverycooperativeandsatisfiedinotherrespects,Daveseems
tobeincreasinglyresentfulaboutthisjob,inpartbecauseit'sanobjectofjokesand
chidingfromhispeers.Dave'smanagermight:
21. Lethimknowthattheotherpeopleathislevelalsohavetoputupwithunpleasant
aspectsoftheirjobs,andgivehimafewexamplesofthese.
22. Beclearwithhimthatitishisresponsibilityandbesurehecontinuestodoit.
23. Talktohimaboutthejob,seeifhecanworkthroughsomeofhisfeelingsaboutit
andthejokesthatgetdirectedathim.
24. Pointoutthatthejobisfairlyassignedbaseduponseniority,andthatsucha
systemworksforDave'sowngoodaswellasothers'.
G. Harry,whomanagesthepartsdepartment,seemstobecreatingsomethingofa
bottleneck.Importantpartsareoften"onorder"andnotinstock,andheoftenisslowin
meetingshortnoticedemandsand"emergency"situations.Thebestthingforhis
supervisortodois:
25. Emphasizehowimportantitisforhimtokeepupwithordersandemphasizethat
heshouldmeetongoingdemands.
26. Lethimknowhowotherpeopleincomparablepositionsaremanagingtokeepup,
sohecanthinkaboutit.Thismighthelphimfigureouthowtobetterkeepup.
27. Insistthattheordersbedonewithinaspecifiedtimelimit,andchecktobesurehe
ismeetingthedeadlines.
28. FindoutfromHarrywhathethinksiswrongandseeifyoucanhelphimfigure
outhowtobetterorganizehisoperation.
H. Oneofthecustomershasletyouknowthatheisnotverysatisfiedwiththeattitudeofhis
servicerepresentative.Thethingforyoutodomightbe:
29. Raisethematterwithyoursubordinatetoseewhathasbeengoingonforhimin
dealingwiththatcustomer.
30. Pointoutthatcustomersatisfactionisimportantandthatheshouldworkon
relatingbettertothecustomer.
31. Showhimsomewaysthatothersrelatetotheircustomerssohecancomparehis
ownstyletoothers.
32. Tellhimtoseetoitthatthecustomerismoresatisfiedandlethimknowyouwill
becheckinguponhim.
ScoringInformation.Theprocedureforscoringthequestionnairebeginsbyaveragingthe
eightratingsineachofthefourcategories.Thefourcategoriesarehighlycontrolling(HC),
moderatelycontrolling(MC),moderatelyautonomysupportive(MA),andhighlyautonomy
supportive(HA).Thefoursubscalescores(composedoftheaverageoftheeightresponsesfor
thatsubscale)canbeusedinmultivariateanalyses,ortheycanbecombinedintooneoverall
reflectionoftheManagersOrientationTowardControlVersusAutonomySupport.The
procedureforcombiningthefoursubscalesintoonetotalscalescore,asdescribedinDeci,
Connell,andRyan(1989)involvesweightingtheaverageforthehighlycontrollingresponses
witha2(minustwo);weightingthemoderatelycontrollingaveragewith1(minusone);
weightingtheaverageforthemoderatelyautonomoussubscaleswith+1;andweightingthe
averageforhighlyautonomouswith+2.Thealgebraicsumreflectsthemanagersorientations
towardcontrolversusautonomysupport,withahigherscorereflectingamoreautonomy
supportiveorientationandalowerscoreoramorenegativescorereflectingamorecontrolling
orientation).Theitemsthatmakeupthesubscalesareasfollows.
HC 3,8,9,16,17,22,27,32
MC 1,6,12,14,19,24,25,30
MA 4,7,10,15,20,21,26,31
HA 2,5,11,13,18,23,28,29
References
Deci,E.L.,Connell,J.P.,&Ryan,R.M.(1989).Selfdeterminationinawork
organization.JournalofAppliedPsychology,74,580590.