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
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
-
- English
- License
- CC BY
- Open access status
- hybrid
- Identifiers
-
- DOI 10.1016/j.tate.2023.104304
- ISSN 0742-051X
- Persistent URL
- https://folia.unifr.ch/unifr/documents/325870
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