What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings
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...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2019-07-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2019.01637/full |
| _version_ | 1828814537647718400 |
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| author | Martin Venetz Carmen L. A. Zurbriggen Susanne Schwab Susanne Schwab |
| author_facet | Martin Venetz Carmen L. A. Zurbriggen Susanne Schwab Susanne Schwab |
| author_sort | Martin Venetz |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-12T10:24:53Z |
| format | Article |
| id | doaj.art-15cc6368a22f4a4d8aad6478b9b6584b |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-12T10:24:53Z |
| publishDate | 2019-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-15cc6368a22f4a4d8aad6478b9b6584b2022-12-22T00:27:28ZengFrontiers Media S.A.Frontiers in Psychology1664-10782019-07-011010.3389/fpsyg.2019.01637458198What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher RatingsMartin Venetz0Carmen L. A. Zurbriggen1Susanne Schwab2Susanne Schwab3University of Applied Sciences of Special Needs Education, Zurich, SwitzerlandFaculty of Educational Science, University of Bielefeld, Bielefeld, GermanyDepartment of Education, University of Vienna, Vienna, AustriaResearch Focus Area Optentia, North-West University, Vanderbijlpark, South AfricaThe 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.https://www.frontiersin.org/article/10.3389/fpsyg.2019.01637/fullself-reportteacher ratingassessment accuracyinclusionacademic self-concept |
| spellingShingle | Martin Venetz Carmen L. A. Zurbriggen Susanne Schwab Susanne Schwab What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings Frontiers in Psychology self-report teacher rating assessment accuracy inclusion academic self-concept |
| title | What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings |
| title_full | What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings |
| title_fullStr | What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings |
| title_full_unstemmed | What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings |
| title_short | What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings |
| title_sort | what do teachers think about their students inclusion consistency of students self reports and teacher ratings |
| topic | self-report teacher rating assessment accuracy inclusion academic self-concept |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2019.01637/full |
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