1. Home
  2. Inpress (2025)
  3. Verlanda Yuca

How Reliable and Valid Is the Student Autonomy Scale When Examined Through the Rasch Model?

  • Abstract Views: 34
  • PDF Downloads: 2
  • September 30, 2025
  • Verlanda Yuca Universitas Pendidikan Indonesia,  Indonesia
  • Uman Suherman Universitas Pendidikan Indonesia,  Indonesia
  • Juntika Nurihsan Universitas Pendidikan Indonesia,  Indonesia
  • Nandang Budiman Universitas Pendidikan Indonesia,  Indonesia
  • Elrisfa Magistarina Universitas Negeri Padang,  Indonesia
Corresponding Author

DOI:

https://doi.org/10.24036/00699za0002

Keywords:

Autonomy Questionnaire, University Student, Rasch analysis, Instrument validation and reliability, Indonesian version

Abstract

Autonomy can influence students to regulate themselves through thinking, feeling, behaving, acting, being responsible for the decisions made and living them with social considerations. Several existing instruments for assessing student autonomy still contain items that are not yet relevant to the needs of Indonesian students. This presents an interesting opportunity to develop and adapt them to the diverse social, cultural, institutional, and academic backgrounds of Indonesian students, as well as the dynamics of diverse student populations. This study aims to develop a scale to validate student autonomy used purposive sampling. This study was conducted in 2024, involving 378 students as participants consisting of 39 males and 339 females aged 17-23 years at Padang State University. This instrument is called the Student Autonomy Scale. This study uses a quantitative approach with 40 questions with "yes-no" formats as answer choices—data analysis using the Rasch model and Winsteps software. The results showed that the Cronbach Alpha value, which measures the interaction between people and items, was 0.68, included in the sufficient category. In addition, the item reliability of 0.99 indicates that the items in the autonomy questionnaire can be used to measure autonomy in students. The use of theory-based assessment methods, cross-cultural trials, and adaptive technology are some of the solutions proposed to improve the measurement quality. The Student Autonomy Scale developed in this study has a novelty that is specifically designed for the context of students in Indonesia with various considerations by adapting a comprehensive autonomy theory and integrating several important aspects and providing more precise, accurate, and standardized analysis in the era of disruption and the 21st century.

Full Text:

References

Andersen, B. (2000). Viewing the parent as a person: an individuation-related phenomenon.

Bajpai, S., & Bajpai, R. (2014). Goodness of measurement: Reliability and validity. International Journal of Medical Science and Public Health, 3(2), 112–115. https://doi.org/10.5455/ijmsph.2013.191120133

Benson, P. (2010). Measuring autonomy: Should we put our ability to the test. Testing the Untestable in Language Education, 77–97.

Bond, T. G., & Fox, C. M. (2013). Applying the Rasch model: Fundamental measurement in the human sciences. Psychology Press.

Boone, W. J., Staver, J. R., & Yale, M. S. (2013). Rasch analysis in the human sciences. Springer.

Boud, D. (2012). Developing student autonomy in learning. Routledge.

Bowen, H. (2018). Investment in learning: The individual and social value of American higher education.

Carmines, E. G. (1979). Reliability and Validity Assessment. Sage University Paper Series on Quantitative Applications in the Social Sciences.

Caspi, A., Hariri, A. R., Holmes, A., Uher, R., & Moffitt, T. E. (2010). Genetic sensitivity to the environment: the case of the serotonin transporter gene and its implications for studying complex diseases and traits. American Journal of Psychiatry, 167(5), 509–527. https://doi.org/10.1176/appi.ajp.2010.09101452

Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., Duriez, B., Lens, W., Matos, L., & Mouratidis, A. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39, 216–236. https://doi.org/10.1007/s11031-014-9450-1

Cheon, S. H., Reeve, J., & Moon, I. S. (2012). Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students. Journal of Sport and Exercise Psychology, 34(3), 365–396. https://doi.org/10.1123/jsep.34.3.365

Chirkov, V. I. (2009). A cross-cultural analysis of autonomy in education: A self-determination theory perspective. Theory and Research in Education, 7(2), 253–262. https://doi.org/10.1177/1477878509104330

Chirkov, V., Ryan, R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: a self-determination theory perspective on internalization of cultural orientations and well-being. Journal of Personality and Social Psychology, 84(1), 97. https://doi.org/10.1037/0022-3514.84.1.97

Clark, L. A., & Watson, D. (2019). Constructing validity: New developments in creating objective measuring instruments. Psychological Assessment, 31(12), 1412. https://doi.org/10.1037/pas0000626

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.

Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self‐determination theory perspective. Journal of Personality, 62(1), 119–142. https://doi.org/10.1111/j.1467-6494.1994.tb00797.x

Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.2307/1449618

Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. The Oxford Handbook of Human Motivation, 18(6), 85–107. https://doi.org/10.1093/oxfordhb/9780195399820.013.0006

Disterheft, A., da Silva Caeiro, S. S. F., Ramos, M. R., & de Miranda Azeiteiro, U. M. (2012). Environmental Management Systems (EMS) implementation processes and practices in European higher education institutions–Top-down versus participatory approaches. Journal of Cleaner Production, 31, 80–90. https://doi.org/10.1016/j.jclepro.2012.02.034

Engelhard Jr, G. (2013). Invariant measurement: Using Rasch models in the social, behavioral, and health sciences. Routledge.

Fisher, W. P. (2007). Rating scale instrument quality criteria. Rasch Measurement Transactions, 21(1), 1095.

Hilton, M. L., & Pellegrino, J. W. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.

Hmel, B. A., & Pincus, A. L. (2002). The meaning of autonomy: On and beyond the interpersonal circumplex. Journal of Personality, 70(3), 277–310. https://doi.org/10.1111/1467-6494.05006

Hodgins, H. S. (2002). The integrating self and conscious experience. Handbook on self-determination research/University of Rochester Press.

Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588. https://doi.org/10.1037/a0019682

McIver, J. P. (1981). Unidimensional scaling. Sage.

Pace, U., & Zappulla, C. (2013). Detachment from parents, problem behaviors, and the moderating role of parental support among Italian adolescents. Journal of Family Issues, 34(6), 768–783. https://doi.org/10.1177/0192513x12461908

Patall, E. A., Steingut, R. R., Vasquez, A. C., Trimble, S. S., Pituch, K. A., & Freeman, J. L. (2018). Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom. Journal of Educational Psychology, 110(2), 269. https://doi.org/10.1037/edu0000214

Planinic, M., Boone, W. J., Susac, A., & Ivanjek, L. (2019). Rasch analysis in physics education research: Why measurement matters. Physical Review Physics Education Research, 15(2), 020111. https://doi.org/10.1103/PhysRevPhysEducRes.15.020111

Rakipi, S. (2015). Parenting styles: Their impact on adolescent separation and college adjustment. Capella University.

Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Kaplan, H., Moss, J. D., Olaussen, B. S., & Wang, C. K. J. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38, 93–110. https://doi.org/10.1007/s11031-013-9367-0

Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43(3), 450. https://doi.org/10.1037/0022-3514.43.3.450

Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749. https://doi.org/10.1037/0022-3514.57.5.749

Ryan, R. M., Deci, E. L., Grolnick, W. S., & La Guardia, J. G. (2015). The significance of autonomy and autonomy support in psychological development and psychopathology. Developmental Psychopathology: Volume One: Theory and Method, 795–849. https://doi.org/10.1002/9780470939383.ch20

Sciences, N. A. of, Behavioral, D. of, Sciences, S., Education, B. on S., Behavioral, B. on, Sciences, S., I, C. on H. P. L. I., Science, T., & Learning, P. of. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press.

Sheldon, K. M., Gunz, A., & Schachtman, T. R. (2012). What does it mean to be in touch with oneself? Testing a social character model of self-congruence. Self and Identity, 11(1), 51–70. https://doi.org/10.1080/15298868.2010.503130

Soenens, B., Vansteenkiste, M., & Niemiec, C. P. (2009). Should parental prohibition of adolescents’ peer relationships be prohibited? Personal Relationships, 16(4), 507–530. https://doi.org/10.1111/j.1475-6811.2009.01237.x

Stefanou, C., Stolk, J. D., Prince, M., Chen, J. C., & Lord, S. M. (2013). Self-regulation and autonomy in problem-and project-based learning environments. Active Learning in Higher Education, 14(2), 109–122. https://doi.org/10.1177/1469787413481132

Stein, M. (2012). Individuation. In The handbook of Jungian psychology (pp. 196–214). Routledge.

Steinberg, L., & Silverberg, S. B. (1986). The vicissitudes of autonomy in early adolescence. Child Development, 841–851. https://doi.org/10.2307/1130361

Sumintono, B., & Widhiarso, W. (2014). Aplikasi model Rasch untuk penelitian ilmu-ilmu sosial (edisi revisi). Trim Komunikata Publishing House.

Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology/Academic Press.

Weinstein, N., Przybylski, A. K., & Ryan, R. M. (2012). The index of autonomous functioning: Development of a scale of human autonomy. Journal of Research in Personality, 46(4), 397–413. https://doi.org/10.1016/j.jrp.2012.03.007

Ziegler, M., & Hagemann, D. (2015). Testing the unidimensionality of items. In European Journal of Psychological Assessment. Hogrefe Publishing.

Refbacks

  • There are currently no refbacks.