What do teachers think about their students' inclusion? Consistency of students' self-reports and teacher ratings.

Autor/inn/en	Venetz, Martin; Zurbriggen, Carmen L. A.; Schwab, Susanne
Titel	What do teachers think about their students' inclusion? Consistency of students' self-reports and teacher ratings. Gefälligkeitsübersetzung: Was denken Lehrer über die Inklusion ihrer Schüler? Übereinstimmung der Selbstberichte der Schüler und der Lehrerbewertungen.
Quelle	In: Frontiers in psychology, (2019) 10, 14 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2019.01637
Schlagwörter	Inklusive Pädagogik; Faktorenanalyse; Fragebogen; Testreliabilität; Validität; Eigenschaft; Selbstkonzept; Soziale Integration; Lehrer; Schüler; Lernbehinderung; Invarianz; Messung; Bericht; Berichterstattung; Messinstrument
Abstract	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, SDage = 0.5 years) and their teachers. First, the three-dimensional structure of both PIQ versions was confirmed by confirmatory item factor analysis. The alpha and omega 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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3