Accuracy of teachers' judgments of students' subjective well-being.

Autor/inn/en	Urhahne, Detlef; Zhu, Mingjing
Titel	Accuracy of teachers' judgments of students' subjective well-being. Gefälligkeitsübersetzung: Genauigkeit von Lehrerurteilen über das subjektive Wohlbefinden von Schülern.
Quelle	In: Learning and individual differences, (2015) 43, S. 226-232Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
Schlagwörter	Kompetenz; Einstellung (Psychologie); Emotion; Wohlbefinden; Lehrer; Schüler; Psychische Gesundheit; Beurteilung; Soziales Problem
Abstract	Examined the accuracy of teacher assessments of their secondary school students' subjective well-being. Teacher judgments of their students' academic self-concept, school-related attitudes, emotions, worries, physical complaints, and social problems were compared to students' self-reports. Results indicated that teachers possess only an approximate idea of their students' mental and physical health and well-being, scoring only low to moderate accuracy in their overall assessments. They were more accurate in assessing positive aspects of student well-being than negative ones. Boys tended to have less positive attitudes toward school than girls, but also express negative problems less frequently than girls. Teacher assessments recognized these gender differences. With the exception of worry, teachers also detected emotional differences in high- and low-achieving students with competence. In conclusion, teachers are not in a position to judge most aspects of student subjective well-being with great accuracy, particularly in situations of low subjective well-being. Final comments discuss the need to improve teachers' diagnostic competency to recognize physical and mental health issues in their students. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3