TY  - JOUR
AB  - 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, Mage = 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 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.
DA  - 2019
DO  - 10.3389/fpsyg.2019.01637
LA  - eng
PY  - 2019
SN  - 1664-1078
T2  - Frontiers in Psychology
TI  - What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings
UR  - https://nbn-resolving.org/urn:nbn:de:0070-pub-29365437
Y2  - 2024-11-22T01:52:42
ER  -