Adaptation of a Self-determination Theory-Based Questionnaire on Collaborative Classroom Dynamics

In this paper we explore the adaptation and validation of a scale on the collaborative classroom dynamics that impact students’ well-being. We leverage the Self-Determination Theory to understand such well-being impacts, as well as use the Basic Psychological Need satisfaction as a means to improve collaborative classroom dynamics. Therefore, the aim of this work is to generate an SDT-based instrument that evaluates the collaborative classroom dynamics from a well-being perspective. For that, we make use of an existing scale where learning and collaboration are also present (BPNSS-Work scale) and adapt it to the context of education. The scale is adapted and validated to meet the needs of students, pointing out the similarities and differences between the scale used in the work context versus the educational one. The work follows the process and employed methodology in order to achieve the validation. We discuss the potential of the resulting scale: for the teacher, it serves to support classroom management (redesigning activities, interactions between groups), and for the students, it serves (alongside with the resulting recommendations) to support their well-being and self-regulation.