Explaining teachers' judgement accuracy of students' subjective well-being by students' individual characteristics and the teacher-student relationship
IPC
- Zurbriggen, Carmen ORCID University of Fribourg
- Schwab, Susanne ORCID University of Vienna, Austria
- Kalkusch, Isabelle ORCID University of Teacher Education in Special Needs, Zurich, Switzerland
- Neuhauser, Alex ORCID University of Teacher Education in Special Needs, Zurich, Switzerland
- Lanfranchi, Andrea ORCID University of Teacher Education in Special Needs, Zurich, Switzerland
- Klaver, Peter ORCID University of Teacher Education in Special Needs, Zurich, Switzerland
- 2025
English
This study investigates whether individual student characteristics and the teacher-student relationship can explain teachers' judgment (in)accuracy of three aspects of students' subjective well-being in early primary education. To this end, we analyse the consistency and specificity of teacher reports and self-reports (N = 1582) of Grade 3 students' subjective well-being by employing a multiple-indicator correlated trait-correlated method minus one model, with explanatory variables assessed in Grades 1 and 3. Our findings indicate that the consistency of teacher reports with students' self-reports is relatively low to moderate. Students' gender, academic achievement, intelligence and behavioural skills are significantly associated with the specificity of teacher reports of students' subjective well-being. The teacher-student relationship explains the specificity in teacher reports, with negative associations for conflicts and positive associations for closeness. This study highlights the relevance of behavioural skills and the teacher-student relationship for the alignment between teachers' judgment and self-reports of students' subjective well-being.
- Faculty
- Faculté des lettres et des sciences humaines
- Department
- Département de Pédagogie spécialisée
- Language
-
- English
- License
-
License undefined
- Open access status
- green
- Identifiers
- Persistent URL
- https://folia.unifr.ch/unifr/documents/332605
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