Teachers' judgment accuracy of students’ subjective well-being in school: In search of explanatory factors

Zurbriggen, Carmen L.A.; Nusser, Lena; Krischler, Mireille; Schmitt, Monja

doi:10.1016/j.tate.2023.104304

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Journal article

Teachers' judgment accuracy of students’ subjective well-being in school: In search of explanatory factors

IPC

Zurbriggen, Carmen L.A. ORCID University of Fribourg, Switzerland
Nusser, Lena ORCID Leibniz Institute for Educational Trajectories, Bamberg, Germany
Krischler, Mireille ORCID University of Luxembourg, Luxembourg
Schmitt, Monja ORCID Leibniz Institute for Educational Trajectories, Bamberg, Germany

16.08.2023

Published in:

Teaching and Teacher Education. - Elsevier BV. - 2023, vol. 133, p. 104304

Education

English This study investigated teachers’ judgment accuracy of students’ subjective well-being and characteristics explaining the specificity in teacher reports (i.e., non-agreement with student self-reports). We drew from the self-reports of 2,592 grade six students and the ratings of 432 teachers. Findings show that teachers’ judgement accuracy of students’ subjective well-being is low to moderate, indicating considerable specificity in teacher reports. Students’ gender, special educational needs and achievement predicted the specificity. Teaching experience was negatively associated with the specificity for academic self-concept, while teachers’ self-efficacy, attitudes towards inclusion and responsibility were positively related to the specificity for emotional well-being and social inclusion.

Faculty

Faculté des lettres et des sciences humaines

Department

Département de Pédagogie spécialisée

Language