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 -