What do Teachers Think about their Students’ Inclusion? Consistency of Students’ Self-reports and Teacher Ratings
- Autor(en)
- Martin Venetz, Carmen Zurbriggen, Susanne Schwab
- Abstrakt
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, M
age = 14.5 years, SD
age = 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.
- Organisation(en)
- Institut für Lehrer*innenbildung, Institut für Bildungswissenschaft
- Externe Organisation(en)
- Universität Zürich (UZH)
- Journal
- Frontiers in Psychology
- Band
- 10
- Anzahl der Seiten
- 14
- ISSN
- 1664-1078
- DOI
- https://doi.org/10.3389/fpsyg.2019.01637
- Publikationsdatum
- 2019
- Peer-reviewed
- Ja
- ÖFOS 2012
- 503034 Inklusive Pädagogik
- Schlagwörter
- ASJC Scopus Sachgebiete
- Allgemeine Psychologie
- Sustainable Development Goals
- SDG 4 – Hochwertige Bildung
- Link zum Portal
- https://ucrisportal.univie.ac.at/de/publications/b0d1c8cf-bba7-4d40-829e-1ad16be4c516