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What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings

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...

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Autores principales: Venetz, Martin, Zurbriggen, Carmen L. A., Schwab, Susanne
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6646673/
https://www.ncbi.nlm.nih.gov/pubmed/31379672
http://dx.doi.org/10.3389/fpsyg.2019.01637
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author Venetz, Martin
Zurbriggen, Carmen L. A.
Schwab, Susanne
author_facet Venetz, Martin
Zurbriggen, Carmen L. A.
Schwab, Susanne
author_sort Venetz, Martin
collection PubMed
description 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, SD(age) = 0.5 years) and their teachers. First, the three-dimensional structure of both PIQ versions was confirmed by confirmatory item factor analysis. The α and ω 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.
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spelling pubmed-66466732019-08-02 What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings Venetz, Martin Zurbriggen, Carmen L. A. Schwab, Susanne Front Psychol Psychology 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, SD(age) = 0.5 years) and their teachers. First, the three-dimensional structure of both PIQ versions was confirmed by confirmatory item factor analysis. The α and ω 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. Frontiers Media S.A. 2019-07-16 /pmc/articles/PMC6646673/ /pubmed/31379672 http://dx.doi.org/10.3389/fpsyg.2019.01637 Text en Copyright © 2019 Venetz, Zurbriggen and Schwab. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Venetz, Martin
Zurbriggen, Carmen L. A.
Schwab, Susanne
What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings
title What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings
title_full What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings
title_fullStr What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings
title_full_unstemmed What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings
title_short What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings
title_sort what do teachers think about their students’ inclusion? consistency of students’ self-reports and teacher ratings
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6646673/
https://www.ncbi.nlm.nih.gov/pubmed/31379672
http://dx.doi.org/10.3389/fpsyg.2019.01637
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