Identifying determinants of teachers' judgment (in)accuracy regarding students' school-related motivations using a Bayesian cross-classified multi-level model |
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| Affiliation: | 1. German Institute for International Educational Research (DIPF), Frankfurt am Main, Germany;2. Center for Methods, Leuphana University of Lüneburg, Germany;3. Department of Education, University of Bamberg, Germany;4. Department of Education, University of Münster, Germany;5. Department of Psychology, University of Augsburg, Germany;1. University of Jyväskylä, P.O. Box 35, 40014 University of Jyväskylä, Finland;2. University of Helsinki, P. O. Box 9, 00014 University of Helsinki, Finland;1. Shenzhen Key Laboratory of Urban Planning and Decision Making Simulation, Shenzhen Graduate School, Harbin Institute of Technology, Shenzhen 518055, China;2. School of Automobile Engineering, Harbin Institute of Technology, Weihai 264209, China;3. National Center for Smart Growth Research and Education, University of Maryland, College Park, MD 20742, United States;1. Department of Education, Utrecht University, The Netherlands;2. Freudenthal Institute, Utrecht University, The Netherlands;3. Department of Methodology and Statistics, Utrecht University, The Netherlands |
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| Abstract: | 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. |
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| Keywords: | Judgment accuracy Teacher judgments Cross-classification Motivation Variance sources |
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