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 -