Correspondence between Self-Reported and Actual High School Grades

Autor/inn/en	Somers, Cheryl L.; Townsend, Austin; Baranowski, Ariel; Hillman, Stephen B.; Robtoy, Elizabeth
Titel	Correspondence between Self-Reported and Actual High School Grades
Quelle	In: Educational Research Quarterly, 43 (2020) 3, S.24-51 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	High School Students; Self Evaluation (Individuals); Grades (Scholastic); Grade Point Average; Accuracy; Validity; Correlation; Suburban Schools; Student Records; Executive Function; Academic Achievement; Attendance Patterns; Homework; Attention; Study Habits; Parent Participation; Teacher Student Relationship; Peer Relationship; Goal Orientation + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Notenspiegel; Gültigkeit; Korrelation; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Schülerakte; Schulleistung; Hausaufgabe; Aufmerksamkeit; Study behavior; Study behaviour; Studienverhalten; Elternmitwirkung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Zielorientierung; Zielvorstellung
Abstract	Aims: Educational research often relies on the self-reports of students to determine their grades/GPA for reasons including ease of administration, time constraints, IRB approval, and assumption of accuracy. The main purpose of this study was to determine the validity of student self-reports on their academic grades, and if the benefits outweigh the potential errors. Methods/Results: Participants (n=415) were students in a suburban school in a large metropolitan city in the Midwest. Two methods of self-reported grades were correlated with students' actual transcript grades. Results showed fair amounts of correspondence (r=0.60-0.89), with actual grades being correlated at higher levels than self-reported grades. Conclusion: Younger students and those with higher grades were more accurate reporters. Those with more diligent academic behaviors also demonstrated greater accuracy, and those with a vaguer sense of future goals demonstrated less accuracy. All results are discussed in the context of how valid are students' self-reported grades for research purposes (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01