Sticca Fabio, Goetz Thomas, Bieg Madeleine, Hall Nathan C, Eberle Franz, Haag Ludwig
Department of Empirical Educational Research, University of Konstanz, Konstanz, Germany & Thurgau University of Teacher Education, Kreuzlingen, Switzerland.
Department of Empirical Educational Research, University of Konstanz, Konstanz, Germany.
PLoS One. 2017 Nov 7;12(11):e0187367. doi: 10.1371/journal.pone.0187367. eCollection 2017.
The present longitudinal study examined the reliability of self-reported academic grades across three phases in four subject domains for a sample of 916 high-school students. Self-reported grades were found to be highly positively correlated with actual grades in all academic subjects and across grades 9 to 11 underscoring the reliability of self-reported grades as an achievement indicator. Reliability of self-reported grades was found to differ across subject areas (e.g., mathematics self-reports more reliable than language studies), with a slight yet consistent tendency to over-report achievement levels also observed across grade levels and academic subjects. Overall, the absolute value of over- and underreporting was low and these patterns were not found to differ between mathematics and verbal subjects. In sum, study findings demonstrate the consistent predictive utility of students' self-reported achievement across grade levels and subject areas with the observed tendency to over-report academic grades and slight differences between domains nonetheless warranting consideration in future education research.
本纵向研究调查了916名高中生样本在四个学科领域三个阶段自我报告的学业成绩的可靠性。研究发现，自我报告的成绩与所有学科以及9至11年级的实际成绩高度正相关，这突出了自我报告成绩作为学业成就指标的可靠性。研究发现，自我报告成绩的可靠性在不同学科领域存在差异（例如，数学自我报告比语言学习更可靠），在各年级和学科中也观察到了轻微但一致的成绩高估倾向。总体而言，高估和低估的绝对值较低，并且这些模式在数学和语言学科之间没有差异。总之，研究结果表明，学生自我报告的学业成就具有一致的预测效用，尽管存在成绩高估的倾向以及不同学科领域之间的细微差异，但仍值得未来教育研究予以考虑。
