What Do Teachers Think About Their Students' Inclusion? Consistency of Students' Self-Reports and Teacher Ratings
| Main Authors: | Venetz, Martin, Zurbriggen, Carmen L.A.., Schwab, Susanne |
|---|---|
| Format: | Article Journal |
| Bahasa: | eng |
| Terbitan: |
, 2019
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| Subjects: | |
| Online Access: |
https://zenodo.org/record/5045114 |
Daftar Isi:
- 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 a and & 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.