Venetz Martin, Zurbriggen Carmen L A, Schwab Susanne
University of Applied Sciences of Special Needs Education, Zurich, Switzerland.
Faculty of Educational Science, University of Bielefeld, Bielefeld, Germany.
Front Psychol. 2019 Jul 16;10:1637. doi: 10.3389/fpsyg.2019.01637. eCollection 2019.
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, = 14.5 years, = 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.
本研究的目的是调查学生在学校的情感和社会融入情况以及他们的学业自我概念的自我报告与教师评价之间的一致性。我们对329名八年级学生（女生占50.8%，平均年龄=14.5岁，标准差=0.5岁）及其教师进行了德文版的《融入感知问卷》（PIQ）测试。首先，通过验证性项目因子分析证实了两个PIQ版本的三维结构。α和ω系数表明所有量表都具有良好的信度。其次，一个相关特质-相关方法减一模型提供了证据，表明教师评价的方法特异性大于自我报告与教师评价之间的一致性。第三，潜在差异模型的结果表明，一般方法效应部分可以由学生的性别或特殊教育需求来解释。最后，讨论了自我报告与教师评价之间的低一致性。
