What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings

Venetz M, Zurbriggen C, Schwab S (2019)
Frontiers in Psychology 10: 1637.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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URN
urn:nbn:de:0070-pub-29365437
Autor*in
Venetz, Martin; Zurbriggen, CarmenUniBi ; Schwab, Susanne
Einrichtung
Fakultät für Erziehungswissenschaft > AG 4 - Schulentwicklung und Schulforschung
Abstract / Bemerkung
The aim of this study was to investigate the consistency between the self-reports and teacher ratings of students’ emotional and social inclusion at school as well as for their academic self-concept. The German version of the Perceptions of Inclusion Questionnaire (PIQ) was administered to 329 grade 8 students (50.8% female, Mage = 14.5 years, SDage = 0.5 years) and their teachers. First, the three-dimensional structure of both PIQ versions was confirmed by confirmatory item factor analysis. The α and ω coefficients demonstrated good reliability for all scales. Second, a correlated trait-correlated method minus one model provided evidence that the method-specificity of teacher ratings was larger than the consistency between the self-reports and teacher ratings. Third, the results of a latent difference model indicated that general method effects can partly be explained by a student’s gender or special educational needs. Finally, the low consistency between self-reports and teacher rating is discussed.
Erscheinungsjahr
2019
Zeitschriftentitel
Frontiers in Psychology
Band
10
Art.-Nr.
1637
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Creative Commons Namensnennung 4.0 International Public License (CC-BY 4.0)
ISSN
1664-1078
eISSN
1664-1078
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Open-Access-Publikationskosten wurden durch die Deutsche Forschungsgemeinschaft und die Universität Bielefeld gefördert.
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https://pub.uni-bielefeld.de/record/2936543

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Venetz M, Zurbriggen C, Schwab S. What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings. Frontiers in Psychology. 2019;10: 1637.
Venetz, M., Zurbriggen, C., & Schwab, S. (2019). What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings. Frontiers in Psychology, 10, 1637. doi:10.3389/fpsyg.2019.01637
Venetz, Martin, Zurbriggen, Carmen, and Schwab, Susanne. 2019. “What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings”. Frontiers in Psychology 10: 1637.
Venetz, M., Zurbriggen, C., and Schwab, S. (2019). What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings. Frontiers in Psychology 10:1637.
Venetz, M., Zurbriggen, C., & Schwab, S., 2019. What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings. Frontiers in Psychology, 10: 1637.
M. Venetz, C. Zurbriggen, and S. Schwab, “What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings”, Frontiers in Psychology, vol. 10, 2019, : 1637.
Venetz, M., Zurbriggen, C., Schwab, S.: What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings. Frontiers in Psychology. 10, : 1637 (2019).
Venetz, Martin, Zurbriggen, Carmen, and Schwab, Susanne. “What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings”. Frontiers in Psychology 10 (2019): 1637.
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