"The teacher motivates us - or me?" - The role of the addressee in student ratings of teacher support.

Autor/inn/en	Jaekel, Ann-Kathrin; Wagner, Wolfgang; Trautwein, Ulrich; Göllner, Richard
Titel	"The teacher motivates us - or me?" - The role of the addressee in student ratings of teacher support. Gefälligkeitsübersetzung: "Der Lehrer motiviert uns - oder mich?" - Die Rolle des Adressaten bei der Bewertung von Lehrerunterstützung durch die Schüler.
Quelle	In: Contemporary educational psychology, (2022) 71, Art. 102120, 13 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2022.102120
Schlagwörter	Testkonstruktion; Eigenschaft; Einstellung (Psy); Psychometrie; Test; Lehrer; Schüler; Schülerin; Mathematikunterricht; Bewertung; Item
Abstract	Student ratings have become a standard way to assess teaching quality. However, little is known about whether using a we/us-addressee ("The teacher motivates us") or an I/me-addressee ("The teacher motivates me") makes a difference for the information that is obtained. In this study, we experimentally varied the addressee in teaching-quality items capturing six dimensions of teacher support in two school subjects. We investigated differences between the two addressee versions in mean levels, level of agreement, associations between dimensions using the same versus different addressees, and correlations with a variety of student outcome variables. We found that the item addressee was relevant for most psychometric properties in question, and differences were more pronounced for mathematics than for German language arts. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1