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
URL
DOI
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
Urheberrecht / Lizenzen
Creative Commons Namensnennung 4.0 International Public License (CC-BY 4.0)
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, 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.
Alle Dateien verfügbar unter der/den folgenden Lizenz(en):
Creative Commons Namensnennung 4.0 International Public License (CC-BY 4.0):
cc_by_4_0
https://creativecommons.org/licenses/by/4.0/deed.de
https://creativecommons.org/licenses/by/4.0/legalcode.de
Volltext(e)
Name
665.01 KB
Access Level
OA Open Access
Zuletzt Hochgeladen
2019-08-15T06:49:11Z
MD5 Prüfsumme
a8870eeb92d1e370a0d5aacdc2254b49


Link(s) zu Volltext(en)
URL
https://doi.org/10.3389/fpsyg.2019.01637
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
Do learners with special education needs really feel included? Evidence from the Perception of Inclusion Questionnaire and Strengths and Difficulties Questionnaire.
DeVries JM, Voß S, Gebhardt M., Res Dev Disabil 83(), 2018
PMID: 30098453
Special education for the mildly retarded--is much of it justifiable?
Dunn LM., Except Child 35(1), 1968
PMID: 4234568
From alpha to omega: a practical solution to the pervasive problem of internal consistency estimation.
Dunn TJ, Baguley T, Brunsden V., Br J Psychol 105(3), 2013
PMID: 24844115
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
Separating trait effects from trait-specific method effects in multitrait-multimethod models: a multiple-indicator CT-C(M-1) model.
Eid M, Lischetzke T, Nussbeck FW, Trierweiler LI., Psychol Methods 8(1), 2003
PMID: 12741672
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
Analyzing true change in longitudinal multitrait-multimethod studies: application of a multimethod change model to depression and anxiety in children.
Geiser C, Eid M, Nussbeck FW, Courvoisier DS, Cole DA., Dev Psychol 46(1), 2010
PMID: 20053004
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
Testing for measurement invariance and latent mean differences across methods: interesting incremental information from multitrait-multimethod studies.
Geiser C, Burns GL, Servera M., Front Psychol 5(), 2014
PMID: 25400603
In the eyes of the beholder: students’ and teachers’ judgments of students’ motivation.
Givvin K., Stipek D., Salmon J., MacGyvers V.., 2001
Correlated trait-correlated method minus one analysis of the convergent and discriminant validities of the strengths and difficulties questionnaire.
Gomez R., Assessment 21(3), 2012
PMID: 22936782
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
A contextual approach to social skills assessment in the peer group: who is the best judge?
Kwon K, Kim EM, Sheridan SM., Sch Psychol Q 27(3), 2012
PMID: 22731871
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
Analysing multitrait-multimethod data with structural equation models for ordinal variables applying the WLSMV estimator: what sample size is needed for valid results?
Nussbeck FW, Eid M, Lischetzke T., Br J Math Stat Psychol 59(Pt 1), 2006
PMID: 16709286
A meta-analysis of the effects of placement on academic and social skill outcome measures of students with disabilities.
Oh-Young C, Filler J., Res Dev Disabil 47(), 2015
PMID: 26342328
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
When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions.
Rhemtulla M, Brosseau-Liard PE, Savalei V., Psychol Methods 17(3), 2012
PMID: 22799625
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
Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria.
Schwab S., Res Dev Disabil 43-44(), 2015
PMID: 26159883
On the Use, the Misuse, and the Very Limited Usefulness of Cronbach's Alpha.
Sijtsma K., Psychometrika 74(1), 2008
PMID: 20037639
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
Multitrait-Multimethod Analysis of the Strengths and Difficulties Questionnaire in Young Asian American Children.
Yu J, Sun S, Cheah CS., Assessment 23(5), 2015
PMID: 25979946
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