Wambui, Eric KamauIreri, Anthony MuriithiOluoch, James NdegeMwaura, Peter Mucheru2026-03-262026-03-262026-01Wambui, E. K., Ireri, A. M., Oluoch, J. N., & Mwaura, P. M. (2026). Validation of the Short Version of the Student-Report Autonomy Support Subscale of the Teacher as a Social Context Questionnaire Among Kenyan Secondary School Students. Sage Open, 16(1https://doi.org/10.1177/21582440261427096https://ir-library.ku.ac.ke/handle/123456789/32858ArticleTesting a Tool That Measures Support for Student Freewill in Chemistry Classes This study aimed to assess how well the autonomy support subscale of the Teacher as a Social Context Questionnaire (TASCQ) measures the extent to which students perceive their teachers as autonomy supportive. We sought to determine whether the questionnaire could accurately identify four key ways—choice, control, respect, and relevance—through which teachers support student autonomy. The study findings revealed that participants could distinguish between the various ways teachers supported their autonomy. Consequently, the questionnaire was considered reliable and valid, implying that it consistently measured what it was intended to measure. Further findings revealed that the questionnaire worked well for both girls and boys. Hence, the questionnaire may help teachers, school administrators, educational policymakers, and researchers in Kenya understand how students perceive their teachers’ support for autonomy, particularly in chemistry education.enArticle