Student and Teacher Ratings of Academic Competence: An Examination of Cross-Informant Agreement

Autor/inn/en	Kettler, Ryan J.; Elliott, Stephen N.; DiPerna, James C.; Bolt, Daniel M.; Reiser, Deitra; Resurreccion, Leilani
Titel	Student and Teacher Ratings of Academic Competence: An Examination of Cross-Informant Agreement
Quelle	In: Journal of Applied School Psychology, 30 (2014) 4, S.338-354 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2014.950442
Schlagwörter	Academic Achievement; Student Attitudes; School Psychology; Correlation; Probability; Social Behavior; Middle School Teachers; Secondary School Teachers; Scores; Decision Making; Teacher Attitudes; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? Schulleistung; Schülerverhalten; Schulpsychologie; Korrelation; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Social behaviour; Soziales Verhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Decision-making; Entscheidungsfindung; Lehrerverhalten; Student; Students; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	Two studies were conducted with samples of middle and high school teachers and students to examine cross-informant agreement on the Academic Competence Evaluation Scales. Cross-informant agreement was examined using Pearson correlations and conditional probability indices. Results of Study 1 (N = 65) and Study 2 (N = 66) indicated that teacher and student ratings shared more variance than typically reported in prior cross-informant studies of problem or social behavior. Although teacher and student ratings shared strong correlations, there was significant disagreement when scores were dichotomized for decision making. Implications of the results for school psychology practice and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10