Child Respondents - Do They Really Answer What Scientific Questionnaires Ask For?
Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet
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Multidisciplinary Research on Teaching and Learning. Hrsg. / Wolfgang Schnotz; Alexander Kauertz; Heidrun Ludwig; Andreas Müller; Johanna Pretsch. Palgrave Macmillan, 2015. S. 146-166.
Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet
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TY - CHAP
T1 - Child Respondents - Do They Really Answer What Scientific Questionnaires Ask For?
AU - Lenske, Gerlinde
AU - Helmke, Andreas
PY - 2015/4/7
Y1 - 2015/4/7
N2 - Researchers in various disciplines are interested in constructs that cannot be measured directly but are rather based on perception. In educational research, standardized questionnaires that ask for ratings are a common method used to capture person-related latent constructs, such as academic self-concept, motivation, or school anxiety. The same is true for instructional quality, which can be assessed by collecting ratings from students, teachers, or external observers. When comparing these alternatives, students’ perceptions show best predictive validity with reference to students’ school achievement and motivation (Clausen, 2002; Hattie, 2009). Furthermore, factor analyses illustrate that students’ perceptions can be used to distinguish meaningful dimensions of instructional quality (Lüdtke, Trautwein, Schnyder, & Niggli, 2007; Rakoczy, Klieme, Bürgermeister, & Harks, 2008). Indeed, this is evidence of structural validity and indicates construct validity. Studies have also shown higher reliabilities for students’ ratings in comparison to teachers’ or observers’ ratings (Clausen, 2002; Marsh, 2007). Thus, most scientists agree on the crucial role of students’ perceptions regarding instructional quality (Clausen, 2002; Ditton, 2002; Gruehn, 2000; Hattie, 2012; Hofer, 1981; Steltmann, 1992). Focusing on economic aspects, students’ ratings offer further basic advantages: (a) Students do not have to be paid for observing and rating. (b) In comparison to video-based observer ratings, students’ ratings require less material investment. (c) Inviting a colleague to observe and receive feedback requires more organization than obtaining feedback from students.
AB - Researchers in various disciplines are interested in constructs that cannot be measured directly but are rather based on perception. In educational research, standardized questionnaires that ask for ratings are a common method used to capture person-related latent constructs, such as academic self-concept, motivation, or school anxiety. The same is true for instructional quality, which can be assessed by collecting ratings from students, teachers, or external observers. When comparing these alternatives, students’ perceptions show best predictive validity with reference to students’ school achievement and motivation (Clausen, 2002; Hattie, 2009). Furthermore, factor analyses illustrate that students’ perceptions can be used to distinguish meaningful dimensions of instructional quality (Lüdtke, Trautwein, Schnyder, & Niggli, 2007; Rakoczy, Klieme, Bürgermeister, & Harks, 2008). Indeed, this is evidence of structural validity and indicates construct validity. Studies have also shown higher reliabilities for students’ ratings in comparison to teachers’ or observers’ ratings (Clausen, 2002; Marsh, 2007). Thus, most scientists agree on the crucial role of students’ perceptions regarding instructional quality (Clausen, 2002; Ditton, 2002; Gruehn, 2000; Hattie, 2012; Hofer, 1981; Steltmann, 1992). Focusing on economic aspects, students’ ratings offer further basic advantages: (a) Students do not have to be paid for observing and rating. (b) In comparison to video-based observer ratings, students’ ratings require less material investment. (c) Inviting a colleague to observe and receive feedback requires more organization than obtaining feedback from students.
KW - Educational science
KW - Common Method Bias
KW - Teacher Behavior
KW - Answer category
KW - Classroom Climate
KW - Young Respondent
UR - http://www.scopus.com/inward/record.url?scp=84968835340&partnerID=8YFLogxK
U2 - 10.1057/9781137467744_8
DO - 10.1057/9781137467744_8
M3 - Chapter
AN - SCOPUS:84968835340
SN - 9781349500079
SP - 146
EP - 166
BT - Multidisciplinary Research on Teaching and Learning
A2 - Schnotz, Wolfgang
A2 - Kauertz, Alexander
A2 - Ludwig, Heidrun
A2 - Müller, Andreas
A2 - Pretsch, Johanna
PB - Palgrave Macmillan
ER -