Identifying determinants of teachers' judgment (in)accuracy regarding students' school-related motivations using a Bayesian cross-classified multi-level model
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Learning and Instruction, Jahrgang 52, 01.12.2017, S. 148 - 160.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Identifying determinants of teachers' judgment (in)accuracy regarding students' school-related motivations using a Bayesian cross-classified multi-level model
AU - Praetorius, Anna Katharina
AU - Koch, Tobias
AU - Scheunpflug, Annette
AU - Zeinz, Horst
AU - Dresel, Markus
PY - 2017/12/1
Y1 - 2017/12/1
N2 - Teachers differ considerably in their judgment accuracy of motivational student characteristics. Thus far, only few investigations have focused on explaining these differences. In this study, we investigated to what extent groups of characteristics (i.e., student, information, teacher, and class characteristics) derived from the Realistic Accuracy Model (Funder, 1995) are relevant for explaining differences in teachers' judgment accuracy regarding students' school-related self-concept and autonomous motivation. Data from 1239 students and 341 teachers were analyzed using a Bayesian cross-classified multi-level modeling approach. Our analyses showed that variance in teacher judgments is largely due to variation at the level of judgments and less due to variation in the slope (i.e., the accuracy of teacher judgments). Teachers' judgment accuracy varied to a comparable degree across teachers and classes. Significant determinants for these differences were teachers' subject and students' grade point average.
AB - Teachers differ considerably in their judgment accuracy of motivational student characteristics. Thus far, only few investigations have focused on explaining these differences. In this study, we investigated to what extent groups of characteristics (i.e., student, information, teacher, and class characteristics) derived from the Realistic Accuracy Model (Funder, 1995) are relevant for explaining differences in teachers' judgment accuracy regarding students' school-related self-concept and autonomous motivation. Data from 1239 students and 341 teachers were analyzed using a Bayesian cross-classified multi-level modeling approach. Our analyses showed that variance in teacher judgments is largely due to variation at the level of judgments and less due to variation in the slope (i.e., the accuracy of teacher judgments). Teachers' judgment accuracy varied to a comparable degree across teachers and classes. Significant determinants for these differences were teachers' subject and students' grade point average.
KW - Cross-classification
KW - Judgment accuracy
KW - Motivation
KW - Teacher judgments
KW - Variance sources
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85021633860&partnerID=8YFLogxK
U2 - 10.1016/j.learninstruc.2017.06.003
DO - 10.1016/j.learninstruc.2017.06.003
M3 - Journal articles
AN - SCOPUS:85021633860
VL - 52
SP - 148
EP - 160
JO - Learning and Instruction
JF - Learning and Instruction
SN - 0959-4752
ER -