AUTHOR=Venetz Martin , Zurbriggen Carmen L. A. , Schwab Susanne 

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

JOURNAL=Frontiers in Psychology

VOLUME=10

YEAR=2019

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.01637

DOI=10.3389/fpsyg.2019.01637

ISSN=1664-1078

ABSTRACT=<p>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, <italic>M</italic><sub>age</sub> = 14.5 years, <italic>SD</italic><sub>age</sub> = 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.</p>