The relationship between learner autonomy and learner motivation perceived by first year english majors at nguyen tat thanh university

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY THE RELATIONSHIP BETWEEN LEARNER AUTONOMY AND LEARNER MOTIVATION PERCEIVED BY FIRSTYEAR ENGLISH MAJORS AT NGUYEN TAT THANH Tai Lieu Chat Luong UNIVERSITY A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in TESOL Submitted by : NGUYEN THI THANH TRAM Supervisor : Dr DUONG MY THAM Ho Chi Minh City, September 2019 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY NGUYEN THI THANH TRAM THE RELATIONSHIP BETWEEN LEARNER AUTONOMY AND LEARNER MOTIVATION PERCEIVED BY FIRSTYEAR ENGLISH MAJORS AT NGUYEN TAT THANH UNIVERSITY Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES Major code : 60140111 MASTER OF ARTS IN TESOL Supervisor: Dr DUONG MY THAM Ho Chi Minh City, September 2019 STATEMENT OF AUTHORSHIP I certify that this thesis entitled “The Relationship between Learner Autonomy and Learner Motivation Perceived by First-Year English Majors at Nguyen Tat Thanh University” is my own work Except where reference is made in the text of the thesis, this thesis contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, September 2019 NGUYEN THI THANH TRAM i RETENTION AND USE OF THE THESIS I hereby state that I, Nguyen Thi Thanh Tram, being a candidate for the degree of Master of Arts (TESOL), accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ho Chi Minh City, 2019 NGUYEN THI THANH TRAM ii ACKNOWLEDGEMENTS This Master of Art in TESOL thesis is the result of a fruitful collaboration of all the people whom have kindly contributed with an enormous commitment and enthusiasm in my research Without the help of those who supported me at all times and in all possible ways, it would not have been feasible for me to complete my M.A thesis I am deeply indebted to my supervisor, Dr Duong My Tham, from Ho Chi Minh City Nong Lam University, whose compassion, encouragement and guidance throughout the research have helped in the completion of this thesis I have truly learned from the excellence of her skills and from her wide experience in research; no words are adequate to describe the extent of my gratitude I would like to express my particular gratitude to my beloved family for their unconditional love, understanding, encouragement, financial and spiritual support over time and distance I owe a great debt of gratitude to the first-year English-majored participants at Nguyen Tat Thanh University who contributed data to this thesis iii ABSTRACT Learner autonomy in English education has received great concern from numerous researchers around the world as it is identified as one of the key competences for lifelong learning There is a wide variety of factors which affect learner autonomy such as age, prior knowledge, attitude, motivation, cooperative learning, aptitude, amount of exposure, and anxiety in foreign language learning Although learner motivation and learner autonomy has been popular in the field of foreign language teaching for many years, little attention has been paid to the link between motivation and autonomy Purposely, this study aimed at examining the relationship between learner autonomy and learner motivation in English language learning as perceived by the first-year English majors at Nguyen Tat Thanh University Methodologically, the study was conducted at Nguyen Tat Thanh University with the participation of 165 first-year English majors Mixed-methods research was employed in this study, i.e., both quantitative and qualitative data were gathered from questionnaire and semi-structured interview As for data analysis, descriptive statistics (e.g., Mean, Standard Deviation, Frequencies, and Percentages) and inferential statistics (e.g Pearson Coefficients, Beta values) were exploited to analyze quantitative data, whereas qualitative data were analyzed through content analysis To the findings, the majority of the first-year English-majored students at Nguyen Tat Thanh University displayed their high instrumental motivation on learning English Nevertheless, these first-year English majors manifested their integrative motivation at an average level Besides, the large number of the first-year English majors recognized their responsibilities in their language learning process Furthermore, the first-year English majors’ abilities inside class outperformed those outside class They tended to have better abilities to choose objectives, materials, activities inside the class Next, during the past one year (the first and second semesters of the first year), the first-year English majors had undertaken the outside and inside autonomous behaviors at an average degree The linkage between learner motivation and learner autonomy was perceived by the students, which was proved by both the questionnaire and semi-structured results In specific, while the iv first-year English majors’ instrumental motivation made a significant contribution to the prediction of their perceived autonomous responsibilities, the integrative motivation did not In addition, both instrumental motivation and integrative motivation made a statistically significant unique contribution to autonomous abilities identified by the students, in which the first-year English-majored students’ instrumental motivation had the stronger impact on the autonomous abilities than their integrative motivation actually did Following that, the students’ outside behaviors of learner autonomy could derive from their own instrumental and integrative motivational domains Finally, only the surveyed students’ instrumental motivation impacted considerably their inside autonomous behaviors Inferred from the study findings, the research paper concluded with some pedagogical implications, and a recommendation for further study in the line of research on developing learner autonomy and increasing learner motivation Keywords: English majors; Learner autonomy; Learner motivation; Nguyen Tat Thanh University v TABLE OF CONTENT Page STATEMENT OF AUTHORSHIP………………………………………………… i RETENTION AND USE OF THE THESIS……………………………………… ii ACKNOWLEDGEMENTS ………………………………………………………… iii ABSTRACT ………………………………………………….……………………… iv TABLE OF CONTENT …………………………………………………………… vi LIST OF TABLES …………………………………………………………………… x LIST OF FIGURES, CHARTS …………………………………………………… xii CHAPTER 1: INTRODUCTION ………………………………………………… 1.1 Background of the Study …………………………………………………… 1.2 Problem Statement ………………………………………………………… 1.3 Rationale to the Study ……………………………………………………… 1.4 Research Aims ……………………………………………………………… 1.5 Research Questions ………………………………………………………… 1.6 Significance of the Study …………………………………………………… 1.7 Operational Definitions of Key Terms …………………………………… 1.8 Structure of the Thesis …………………………………………………… CHAPTER 2: LITERATURE REVIEW………………………………………… 2.1 Learner Motivation ………………………………………………………… 2.1.1 Definitions ………………………………………………….………… 2.1.2 Classifications ………………………………………………………… 10 2.1.3 Motivation Conceptual Framework …………………………………… 12 2.1.4 Strategies for Promoting Learner Motivation in EFL Classroom …… 13 2.2 Learner Autonomy ………………………………………………………… 14 2.2.1 Definitions …………………………………………………………… 14 2.2.2 Autonomous Learners ………………………………………………… 15 2.2.3 Teachers’ Roles in Promoting Learner Autonomy in EFL Classroom… 16 2.2.4 Autonomy Conceptual Framework…………………………………… 18 2.3 Correlation between Learner Motivation and Learner Autonomy……… 19 vi 2.4 Previous Studies……………………………………………………………… 20 2.5 Research Gaps ……………………………………………………………… 23 2.6 Chapter Summary ………………………………………………………… 25 CHAPTER 3: METHODOLOGY ………………………………………………… 26 3.1 Research Design …………………………………………………………… 26 3.2 Research Questions ………………………………………………………… 28 3.3 Research Site and Participants …………………………………………… 28 3.3.1 Research Site …………………………………………………………… 28 3.3.2 Research Participants ………………………………………………… 29 3.4 Research Instruments ……………………………………………………… 31 3.4.1 Student Questionnaire ………………………………………………… 31 3.4.2 Student Semi-Structured Interview …………………………………… 33 3.5 Data Collection and Analysis Procedure ………………………………… 34 3.5.1 Collecting and Analyzing Quantitative Data from the Student 34 Questionnaire ………………………………………………….……………… 3.5.1.1 Collecting Phase……………………………………………… 34 3.5.1.2 Analyzing Phase……………………………………………… 35 3.5.2 Collecting and Analyzing Qualitative Data from the Student Interview 36 3.5.2.1 Collecting Phase……………………………………………… 36 3.5.2.2 Analyzing Phase……………………………………………… 37 3.6 Methodological Issues ……………………………………………………… 37 3.6.1 Reliability……………………………………………………………… 38 3.6.2 Validity ………………………………………………….……………… 38 3.6.3 Ethnics ………………………………………………….……………… 39 3.6.4 Triangulation ………………………………………………….……… 40 3.7 Chapter Summary ………………………………………………….…………… 40 CHAPTER 4: DATA ANALYSIS AND DISCUSSION OF FINDINGS………… 41 4.1 Data Analysis ………………………………………………….…………… 41 4.1.1 Learner Motivation Perceived by the First-year English Majors……… 41 4.1.1.1 Overall Results of Learner Motivation……………………… 42 vii 4.1.1.2 Detailed Results of Learner Motivation……………………… 43 4.1.2 Learner Autonomy ………………………………………………….… 50 4.1.2.1 Overall Results of Learner Autonomy ……………………… 51 4.1.2.2 Detailed Results of Responsibilities ……………………… 52 4.1.2.3 Detailed Results of Abilities ………………………………… 58 4.1.2.3 Detailed Results of Behaviors………………………………… 63 4.1.3 The Relationship between Learner Motivation and Learner Autonomy 70 4.1.3.1 Results of Pearson Product-Moment Coefficients…………… 70 4.1.3.2 Results of Multiple Regression Analysis……………………… 74 4.2 Discussion of Findings ……………………………………………………… 87 4.2.1 The First-Year English Majors’ Learner Motivation (Research Question 87 1) ……………………………………………….……………………… 4.2.2 The First-Year English Majors’ Learner Autonomy (Research Question 89 2) ………………………………………………….…………………… 4.2.3 The Relationship between Learner Motivation and Learner Autonomy 92 (Research Question 3) ………………………………………………… 4.3 Chapter Summary………………………………………………….…………… 94 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS………………… 95 5.1 Conclusions………………………………………………….……………… 95 5.1.1 The First-Year English Majors’ Learner Motivation…………………… 95 5.1.2 The First-Year English Majors’ Learner Autonomy…………………… 96 5.1.3 The Relationship between Learner Motivation and Learner Autonomy 97 5.2 Recommendations………………………………………………….……… 97 5.2.1 For English Majors……………………………………………………… 97 5.2.2 For Teachers………………………………………………….………… 98 5.2.3 For Further Study……………………………………………………… 99 5.3 Limitations…………………………………………………………………… 100 5.4 Chapter Summary………………………………………………….……… 100 REFERENCES………………………………………………….…………………… 101 APPENDIXES ………………………………………………….…………………… 109 viii 14 to make myself work harder 15 to decide the objectives of my English course 16 to decide what I should learn next in my English lessons 17 to choose what activities to use to learn English in my English lessons 18 to evaluate my learning 19 to decide what I learn outside class B Abilities During the past one year (the first and second semesters of the first year), I am good at 20 choosing learning activities inside class 21 choosing learning activities outside class 22 choosing learning objectives inside class 23 choosing learning objectives outside class 24 choosing learning materials inside class 25 choosing learning materials outside class 26 identifying my weaknesses in English 27 evaluating my learning C Behaviors C.1 During the past one year (the first and second semesters of the first year), I have outside class 28 done assignments which are not compulsory 29 used the Internet in English 30 listened to English audio programs, songs 31 read newspapers, magazines in English 32 watched English TV programs, movies 33 written a diary in English 34 practiced speaking English with friends 35 noted down new words and their meanings 36 done grammar exercises 111 C.2 During the past one year (the first and second semesters of the first year), I have inside class 37 asked the teacher questions when I did not understand 38 taken notes while listening to the teacher 39 made suggestions related to the course to the teacher 40 discussed learning with classmates 112 APPENDIX A.2: QUESTIONNAIRE (VIETNAMESE VERSION) PHIẾU KHẢO SÁT Chúng thực nghiên cứu với đề tài “Mối tương quan việc tự học với động học tập sinh viên năm chuyên ngành Tiếng Anh trường đại học Nguyễn Tất Thành” Phiếu khảo sát nhằm mục đích tìm hiểu động học học, việc tự học, mối tương quan yếu tố việc học tiếng Anh bạn Chúng thật trân trọng giúp đỡ bạn câu trả lời bạn đóng góp lớn cho thành cơng nghiên cứu Dữ liệu thu thập từ phiếu khảo sát khơng dùng cho mục đích khác ngồi việc nghiên cứu Cám ơn giúp đỡ bạn I Thơng tin cá nhân Vui lịng cung cấp thơng tin anh/chị cách đánh dấu vào thích hợp/ trả lời câu hỏi sau: Giới tính:  Nam  Nữ Tuổi:  18  19  20  Trên 20 Bạn học tiếng Anh bao lâu? – Khoảng _năm Bạn áp dụng phương pháp trình học tiếng Anh?  Grammar-Translation Method  Communicative Language Teaching Method  Direct Method II  Audio-Lingual Method Tự đánh giá động học tập bạn việc học tiếng Anh Hãy đánh giá mức độ mà bạn đạt cách đánh dấu (X) vào thích hợp: Mức độ: 1= Hồn tồn khơng đồng ý; 2= Khơng đồng ý; 3= Khơng chắc; 4= Đồng ý; 5= Hồn tồn đồng ý 113 Câu Mức độ Nội dung C Động phương tiện (Động thực dụng) Học tiếng Anh quan trọng Tôi học tiếng Anh chủ yếu kiểm tra, thi Tiếng Anh phần quan trọng cho công việc tương lai 5 5 5 5 Thành thạo tiếng Anh giúp thành công công việc lẫn sống Tơi trọng việc có đại học công việc tốt học tiếng Anh cách đơn Nói việc học tiếng Anh, tơi thành thật nói thực cố gắng việc học ngôn ngữ D Động hội nhập 10 11 III Tôi cảm thấy việc học tiếng Anh thú vị Học tiếng Anh giúp hiểu đọc sách, xem phim hay nghe nhạc tiếng Anh Học tiếng Anh giúp tơi truyền đạt thơng tin cho người khác, thí dụ hướng dẫn đường cho khách du lịch Học tiếng Anh giúp hiểu biết rộng sống người xứ Học tiếng Anh giúp tơi mở mang đầu óc hòa đồng sống Tự đánh giá việc tự học bạn trình học tiếng Anh Hãy chọn phương án thích hợp cho câu phát biểu cách đánh dấu (X) vào thích hợp: Mức độ: 1= Hồn tồn không đồng ý; 2= Không đồng ý; 3= Không chắc; 4= Đồng ý; 5= Hoàn toàn đồng ý 114 Câu Mức độ Nội dung A Trách nhiệm Khi học tiếng Anh trường đại học, trách nhiệm 12 đảm bảo phải có tiến qua học tiếng Anh 13 xác định điểm yếu tiếng Anh 14 tự học cách 115hâm 15 định mục tiêu học tiếng Anh 16 định nên học học tiếng Anh 17 chọn hoạt động học học tiếng Anh 18 đánh giá việc học tiếng Anh 19 định học ngồi học B Khả Trải gần hết năm học thứ nhất, tơi có khả 20 lựa chọn hoạt động học học 21 lựa chọn hoạt động học học 22 lựa chọn mục tiêu học tập học 23 lựa chọn mục tiêu học tập học 24 lựa chọn tài liệu học học 25 lựa chọn tài liệu học học 26 xác định điểm yếu việc học tiếng Anh 27 đánh giá việc học C Hành vi C.1 Trải gần hết năm học thứ nhất, chủ động học 28 hoàn thành tập không bắt buộc 29 sử dụng Internet để học tiếng Anh 30 nghe chương trình, hát tiếng Anh 31 đọc báo, tạp chí tiếng Anh 32 xem chương trình, phim tiếng Anh 33 viết nhật ký tiếng Anh 34 luyện tập nói tiếng Anh với bạn 115 35 học từ vựng tả lẫn nghĩa 36 làm tập ngữ pháp C.2 Trải gần hết năm học thứ nhất, chủ động học 37 hỏi giáo viên số câu hỏi không hiểu 38 ghi nghe giáo viên giảng 39 đưa đề xuất liên quan đến việc học tiếng Anh với giáo viên 40 thảo luận với bạn lớp việc học tiếng Anh 116 APPENDIX B.1: SEMI-STRUCTURED INTERVIEW (ENGLISH VERSION) Question 1: What is your motivation to learning English? Specify your responses Question 2: What are your responsibilities when learning English classes? Specify your answers Question 3: During the past one year (the first and second semesters of the first year of 2018-2019), what autonomous abilities are you good at? Illustrate your responses Question 4: During the past one year (the first and second semesters of the first year of 2018-2019), what are your autonomous behaviors inside and outside the class? Specify your responses Question 5: Do you agree that motivation is a predictor of learner autonomy? Question 6: Does your learning motivation enhance your autonomous responsibilities when learning English? Give examples Question 7: Does your learning motivation reinforce your autonomous abilities when learning English? Give examples Question 8: Does your learning motivation promote your autonomous behaviors when learning English outside class? Give examples Question 9: Does your learning motivation promote your autonomous behaviors when learning English inside class? Give examples 117 APPENDIX B.2: SEMI-STRUCTURED INTERVIEW (VIETNAMESE VERSION) Câu 1: Động lực (Động cơ) cho việc học tiếng Anh bạn gì? Vui lịng làm rõ câu trả lời bạn Câu 2: Trách nhiệm bạn học tiếng Anh gì? Vui lịng làm rõ câu trả lời bạn Câu 3: Trải qua gần năm học (học kì học kì năm thứ 2018-2019), bạn có khả tự học khía cạnh nào? Minh họa cho câu trả lời bạn Câu 4: Trải qua gần năm học (học kì học kì năm thứ 2018-2019), hành động tự học bạn ngồi lớp học gì? Minh họa cho câu trả lời bạn Câu 5: Bạn có đồng ý động (động lực) tác động (ảnh hưởng) đến việc tự học bạn không? Câu 6: Động (động lực) học có tăng cường trách nhiệm tự học tiếng Anh bạn khơng? Vui lịng đưa vài ví dụ minh họa Câu 7: Động (động lực) học có củng cố khả tự học tiếng Anh bạn khơng? Vui lịng đưa vài ví dụ minh họa Câu 8: Động (động lực) học có thực đẩy hành động tự học tiếng Anh bạn ngồi lớp học khơng? Vui lịng đưa vài ví dụ minh họa Câu 9: Động (động lực) học có thực đẩy hành động tự học tiếng Anh bạn lớp học khơng? Vui lịng đưa vài ví dụ minh họa 118 APPENDIX C: CONSENT FORM (ENGLISH VERSION) Dear Mr / Mrs / Ms.……………………, Dean of the Faculty of Foreign Languages of Nguyen Tat Thanh University I am Nguyen Thi Thanh Tram, a postgraduate candidate of TESOL Intake 10 (2015- 2019), Ho Chi Minh City Open University I am carrying out a research study as a part of my Master’s Degree in TESOL In this study, I explore the motivation extent and the factuality of autonomous learning of the first-year English majors at Nguyen Tat Thanh University The current study that I am conducting requires the participation of the first-year students I would like to ask for your permission to carry out the research on this student group If you agree to let these students participate in my students, they will fulfill a questionnaire and twenty of them will join in semi-structured interviews You must be assured that the students’ responses will be CONFIDENTIAL and their names will not be used in the report of the results The students’ participation in the survey is VOLUNTARY If you agree to permit the students to take part in the study, the consent form is signed by you The people who will have an access to the data will only be the researcher and my thesis supervisor, Dr Duong My Tham All possible steps will be taken to protect the students’ identity Besides, there is NO risk to the students when participating in this study For any additional information, you can contact me, Nguyen Thi Thanh Tram, email: tramntt.158t@ou.edu.vn; mobile phone: 0907.715.772, or Dr Duong My Tham, the language lecturer at Nong Lam University, email: tham.duongmy@hcmuaf.edu.vn; mobile phone: 0979.814.242 Thank you for your precious collaboration and assistance in this research I have read the material above, and any questions that I asked have been answered to my satisfaction I understand a copy of this form will be made available to me for relevant information and phone numbers Date: …………………………………………… Signature: ………………… 119 APPENDIX D: A SAMPLED INTERVIEW TRANSCRIPT (ENGLISH VERSION) Interviewer: The researcher Interviewee: S8 Question 1: What is your motivation to learning English? Specify your responses In my opinion, I think that learning English will be a good medium that assists me to obtain some certain success in both life and work English always does appear in every aspects of society nowadays Question 2: What are your responsibilities when learning English classes? Specify your answers According to my perceptions, when I study the English major, I have to make much endeavor to accomplish all the assigned tasks and assignments As a result, I am able to pass the English classes and graduate the program on time Question 3: During the past one year (the first and second semesters of the first year of 2018-2019), what autonomous abilities are you good at? Illustrate your responses My first autonomous ability lies on my independent choice of learning objectives For instance, when I take the Writing course, I ascertain that I will practice writing short paragraph frequently so that my writing ability at this level is good in terms of vocabulary, grammar and ideas Moreover, I am capable of recognizing my language drawbacks and assessing my learning achievement I am confident of my abilities I think that they will support me so much in my English learning 120 Question 4: During the past one year (the first and second semesters of the first year of 2018-2019), what are your autonomous behaviors inside and outside the class? Specify your responses In the class, I often take notes of the lectures so that I can get the content and keep up with the lessons When I not understand, I usually ask my friends around me Question 5: Do you agree that motivation is a predictor of learner autonomy? Yes I believe that when I have a strong motivation and effort, I will become more independent and active in my own learning Question 6: Does your learning motivation enhance your autonomous responsibilities when learning English? Give examples I totally agree that learning motivation actually enhances my responsibilities of language learning My motivation is to get good marks and complete the courses Indeed, before entering the class, I have to prepare learning activities and review some learning objectives After the class, I remind that I have to evaluate my learning program Question 7: Does your learning motivation reinforce your autonomous abilities when learning English? Give examples I agree with this question It is simple to say that I am highly motivated to learn English, and afterwards, it provokes me to identify the learning objectives Gradually, I develop my own ability to set up learning objectives for any learning behaviors 121 Question 8: Does your learning motivation promote your autonomous behaviors when learning English outside class? Give examples To my view, I completely agree with this correlation You know, my motivation is to improve listening and speaking skills which I am really bad at It encourages me to practice further at home Question 9: Does your learning motivation promote your autonomous behaviors when learning English inside class? Give examples Frankly speaking, I need to enhance my own language achievement Thus, I have to clarify what to be misunderstood at school (S8-Q9) 122 APPENDIX E: RELIABILITY INDEXES INSTRUMENTAL MOTIVATION Reliability Statistics Cronbach's Alpha N of Items 866 Item-Total Statistics Scale Mean if Item Deleted I1 I2 I3 I4 I5 I6 Scale Variance if Item Deleted 21.5030 21.4485 21.6061 21.6364 21.4788 21.5091 Corrected Item-Total Correlation 15.459 17.944 16.777 17.050 17.007 17.215 734 618 629 632 698 667 Cronbach's Alpha if Item Deleted 829 850 849 848 837 842 INTEGRATIVE MOTIVATION Reliability Statistics Cronbach's Alpha 885 N of Items Item-Total Statistics Scale Mean if Item Deleted I7 I8 I9 I10 I11 13.6303 13.5030 13.3697 13.5515 13.4364 Scale Variance if Item Deleted Corrected Item-Total Correlation 18.515 19.056 18.539 18.785 18.735 765 665 722 716 744 123 Cronbach's Alpha if Item Deleted 850 873 860 861 855 AUTONOMOUS RESPONSIBILITES Reliability Statistics Cronbach's Alpha N of Items 880 Item-Total Statistics Scale Mean if Item Deleted I12 I13 I14 I15 I16 I17 I18 I19 Scale Variance if Item Deleted 25.5091 25.3758 25.4545 25.3212 25.6848 25.4364 25.2970 25.6000 Corrected Item-Total Correlation 45.690 47.321 48.201 47.939 48.217 46.211 47.491 46.559 735 674 604 614 541 700 616 669 Cronbach's Alpha if Item Deleted 855 862 869 868 876 859 868 862 AUTONOMOUS ABILITES Reliability Statistics Cronbach's Alpha 756 N of Items Item-Total Statistics Scale Mean if Item Deleted I20 I21 I22 I23 I24 I25 I26 I27 23.5515 24.2121 23.4667 23.3394 23.3758 24.2061 23.5636 23.6667 Scale Variance if Item Deleted Corrected Item-Total Correlation 33.993 38.571 34.507 35.543 35.724 40.348 33.991 33.431 592 220 615 568 491 128 609 539 124 Cronbach's Alpha if Item Deleted 705 776 703 713 724 792 702 713 AUTONOMOUS OUTSIDE BEHAVIORS Reliability Statistics Cronbach's Alpha N of Items 778 Item-Total Statistics Scale Mean if Item Deleted I28 I29 I30 I31 I32 I33 I34 I35 I36 Scale Variance if Item Deleted 26.5394 26.4727 27.3394 27.3030 26.2424 28.2606 26.3515 26.1515 26.2121 Corrected Item-Total Correlation 34.055 33.592 38.384 38.481 33.648 40.852 33.754 34.885 34.729 655 671 193 211 603 137 669 601 605 Cronbach's Alpha if Item Deleted 730 727 803 797 735 798 727 738 737 AUTONOMOUS INSIDE BEHAVIORS Reliability Statistics Cronbach's Alpha N of Items 709 Item-Total Statistics Scale Mean if Item Deleted I37 I38 I39 I40 10.0545 9.5212 10.6667 10.0485 Scale Variance if Item Deleted Corrected Item-Total Correlation 7.552 7.910 10.077 7.851 646 590 185 642 125 Cronbach's Alpha if Item Deleted 550 587 833 559