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
 
Download
OA 665.01 KB
Autor*in
Venetz, Martin; Zurbriggen, CarmenUniBi ; Schwab, Susanne
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
ISSN
1664-1078
eISSN
1664-1078
Page URI
https://pub.uni-bielefeld.de/record/2936543

Zitieren

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, 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.
Alle Dateien verfügbar unter der/den folgenden Lizenz(en):
Creative Commons Namensnennung 4.0 International Public License (CC-BY 4.0):
Volltext(e)
Access Level
OA Open Access
Zuletzt Hochgeladen
2019-08-15T06:49:11Z
MD5 Prüfsumme
a8870eeb92d1e370a0d5aacdc2254b49

Link(s) zu Volltext(en)
Access Level
OA Open Access

71 References

Daten bereitgestellt von Europe PubMed Central.

Inclusion: by choice or by chance?
Armstrong D., Amstrong A., Spandagou I.., 2011
Accuracy of teacher judgments. When and for what reasons?
Artelt C., Rausch T.., 2014
Self-concept of students with learning disabilities: a meta-analysis.
Bear G., Minke K., Manning M.., 2002
Truly included? A literature study focusing on the social dimension of inclusion in education.
Bossaert G., Colpin H., Pijl S., Petry K.., 2013
Convergent and discriminant validation by the multitrait-multimethod matrix.
CAMPBELL DT, FISKE DW., Psychol Bull 56(2), 1959
PMID: 13634291
Learning disabled children’s self-concepts.
Chapman J.., 1988
Sensitivity of goodness of fit indexes to lack of measurement invariance.
Chen F.., 2007
The acceptance and rejection of peers with ADHD and ASD in general secondary education.
de A., Pijl S.., 2016
Discrepancies in judging social inclusion and bullying of pupils with behaviour problems.
de M., Pijl S., Zandberg T.., 2004
A multitrait-multimethod model with minimal assumptions.
Eid M.., 2000
Statistical approaches to analyzing well-being data
Eid M.., 2018
Measuring method effects: from traditional to design-oriented approaches.
Eid M., Geiser C., Koch T.., 2016
Structural equation modeling of multitrait-multimethod data: different models for different types of methods.
Eid M, Nussbeck FW, Geiser C, Cole DA, Gollwitzer M, Lischetzke T., Psychol Methods 13(3), 2008
PMID: 18778153
On the accuracy of personality judgment: a realistic approach.
Funder DC., Psychol Rev 102(4), 1995
PMID: 7480467
Accurate personality judgment.
Funder D.., 2012
What is behind the diagnosis of learning disabilities in Austrian schools? An empirical evaluation of the diagnostic process.
Gebhardt M., Krammer M., Schwab S., Rossmann P., Gasteiger-Klicpera B.., 2013
A comparison of method effects in two confirmatory factor models for structurally different methods.
Geiser C., Eid M., West S., Lischetzke T., Nussbeck F.., 2012
In the eyes of the beholder: students’ and teachers’ judgments of students’ motivation.
Givvin K., Stipek D., Salmon J., MacGyvers V.., 2001
Psychometric properties of the strengths and difficulties questionnaire.
Goodman R., J Am Acad Child Adolesc Psychiatry 40(11), 2001
PMID: 11699809

Haeberlin U., Moser U., Bless G., Klaghofer R.., 1989
Teacher-based judgments of academic achievement: a review of literature.
Hoge R., Coladarci T.., 1989
Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives.
Hu L., Bentler P.., 1999
The influence of test familiarity and student disability status upon teachers’ judgments of students’ test performance.
Hurwitz J., Elliott S., Braden J.., 2007
How accurate are teacher and parent judgments of lower secondary school children’s test anxiety?
Karing C., Dörfler T., Artelt C.., 2015
Analyzing different types of moderated method effects in confirmatory factor models for structurally different methods.
Koch T., Kelava A., Eid M.., 2017
The social position and development of pupils with SEN in mainstream Dutch schools.
Koster M., Pijl S., van E., Nakken H.., 2007
Social participation of students with special needs in regular primary education in the Netherlands.
Koster M., Pijl S., Nakken H., Van E.., 2010
The social and emotional situation of first graders with classroom behavior problems and classroom learning difficulties in inclusive classes.
Krull J., Wilbert J., Hennemann T.., 2014
Continuity, stability, and change in daily emotional experience across adolescence.
Larson RW, Moneta G, Richards MH, Wilson S., Child Dev 73(4), 2002
PMID: 12146740
Accuracy of teachers’ judgments of students’ cognitive abilities: a meta-analysis.
Machts N., Kaiser J., Schmidt F., Möller J.., 2016
Goodness-of-fit indexes in confirmatory factor analysis: the effect of sample size.
Marsh H., Balla J., McDonald R.., 1988
A new, more powerful approach to multitrait-multimethod analyses: application of second-order confirmatory factor analysis.
Marsh H., Hocevar D.., 1988
Multidimensional self-concept structure for preadolescents with mild intellectual disabilities: a hybrid multigroup-mimic approach to factorial invariance and latent mean differences.
Marsh H., Tracey D., Craven R.., 2006
Simply academic? Why children with special educational needs don’t like school.
McCoy S., Banks J.., 2012

McDonald R.., 1999
Subjectivity of teacher judgments: exploring student characteristics that influence teacher judgments of student ability.
Meissel K., Meyer F., Yao E., Rubie-Davies C.., 2017
Beyond SEM: general latent variable modeling.
Muthén B.., 2002

Muthén L., Muthén B.., 1998
Modelling method effects as individual causal effects.
Pohl S., Steyer R., Kraus K.., 2008
Judgment confidence and judgment accuracy of teachers in judging self-concepts of students.
Praetorius A.-K., Berner V.-D., Zeinz H., Scheunpflug A., Dresel M.., 2013
Identifying determinants of teachers’ judgment (in)accuracy regarding students’ school-related motivations using a Bayesian cross-classified multi-level model.
Praetorius A.-K., Koch T., Scheunpflug A., Zeinz H., Dresel M.., 2017
The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs.
Prince E., Hadwin J.., 2013
Effects of inclusion on students with and without special educational needs reviewed.
Ruijs N., Peetsma T.., 2009
Inclusive education and students without special educational needs.
Ruijs N., Van I., Peetsma T.., 2010
Students with self-identified special educational needs and disabilities (si-SEND): flourishing or languishing!
Skrzypiec G., Askell-Williams H., Slee P., Rudzinski A.., 2016
Detection of high ability children by teachers and parents: psychometric quality of new rating checklists for the assessment of intellectual, creative and social ability.
Sommer U., Fink A., Neubauer A.., 2008
Accuracy of teachers’ judgments of students’ academic achievement: a meta-analysis.
Südkamp A., Kaiser J., Möller J.., 2012
Teachers’ judgments of students’ academic achievement: results from field and experimental studies
Südkamp A., Kaiser J., Möller J.., 2014
Academic self-concept, learning motivation, and test anxiety of the underestimated student.
Urhahne D, Chao SH, Florineth ML, Luttenberger S, Paechter M., Br J Educ Psychol 81(Pt 1), 2011
PMID: 21391968
Accuracy of teachers’ judgments of students’ subjective well-being.
Urhahne D., Zhu M.., 2015
Die einschätzung sozialer beziehungen der schüler nach dem grundschulübergang durch den klassenlehrer. [Class teachers’ assessment of children’s social relationships after primary school transition.].
van S.., 2009
Intensity bias oder rosy view?
Venetz M., Zurbriggen C.., 2016
Entwicklung und erste validierung einer kurzversion des “fragebogens zur erfassung von dimensionen der integration von schülern (fdi 4–6)” von haeberlin, moser, bless und klaghofer.
Venetz M., Zurbriggen C., Eckhart M.., 2014

Venetz M., Zurbriggen C., Eckhart M., Schwab S., Hessels M.., 2015
Assessing teachers’ judgements of students’ academic motivation and emotions across two rating methods.
Zhu M., Urhahne D.., 2014
The quality of experience of students with and without special educational needs in everyday life and when relating to peers.
Zurbriggen C., Venetz M., Hinni C.., 2018
A psychometric analysis of the student version of the perceptions of inclusion questionnaire (PIQ).
Zurbriggen C., Venetz M., Schwab S., Hessels M.., 2017

Export

Markieren/ Markierung löschen
Markierte Publikationen

Open Data PUB

Web of Science

Dieser Datensatz im Web of Science®

Quellen

PMID: 31379672
PubMed | Europe PMC

Suchen in

Google Scholar