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What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1007/978-94-6209-536-6_3openalex-snapshot
Accuracy of Teacher Judgments
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A Multitrait-Multimethod Model with Minimal Assumptions
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On the Use, the Misuse, and the Very Limited Usefulness of Cronbach’s Alpha
inferredcites →https://doi.org/10.1016/j.edurev.2009.02.002openalex-snapshot
Effects of inclusion on students with and without special educational needs reviewed
inferredcites →https://doi.org/10.1016/j.edurev.2016.06.003openalex-snapshot
Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis
inferredcites →https://doi.org/10.1016/j.learninstruc.2017.06.003openalex-snapshot
Identifying determinants of teachers' judgment (in)accuracy regarding students' school-related motivations using a Bayesian cross-classified multi-level model
inferredcites →https://doi.org/10.1016/j.lindif.2015.08.007openalex-snapshot
Accuracy of teachers' judgments of students' subjective well-being
inferredcites →https://doi.org/10.1016/j.ridd.2015.06.005openalex-snapshot
Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria
inferredcites →https://doi.org/10.1016/j.ridd.2015.08.014openalex-snapshot
A meta-analysis of the effects of placement on academic and social skill outcome measures of students with disabilities
inferredcites →https://doi.org/10.1016/j.ridd.2018.07.007openalex-snapshot
Do learners with special education needs really feel included? Evidence from the Perception of Inclusion Questionnaire and Strengths and Difficulties Questionnaire
inferredcites →https://doi.org/10.1016/j.tate.2017.02.021openalex-snapshot
Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability
inferredcites →https://doi.org/10.1016/s0742-051x(00)00060-3openalex-snapshot
In the eyes of the beholder: students’ and teachers’ judgments of students’ motivation
inferredcites →https://doi.org/10.1027/1015-5759/a000443openalex-snapshot
A Psychometric Analysis of the Student Version of the Perceptions of Inclusion Questionnaire (PIQ)
inferredcites →https://doi.org/10.1037/0021-9010.73.1.107openalex-snapshot
A new, more powerful approach to multitrait-multimethod analyses: Application of second-order confirmatory factor analysis.
inferredcites →https://doi.org/10.1037/0033-2909.103.3.391openalex-snapshot
Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size.
inferredcites →https://doi.org/10.1037/0033-295x.102.4.652openalex-snapshot
On the accuracy of personality judgment: A realistic approach.
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The influence of test familiarity and student disability status upon teachers' judgments of students' test performance.
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Separating trait effects from trait-specific method effects in multitrait-multimethod models: A multiple-indicator CT-C(M-1) model.
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Structural equation modeling of multitrait-multimethod data: Different models for different types of methods.
inferredcites →https://doi.org/10.1037/a0017888openalex-snapshot
Analyzing true change in longitudinal multitrait-multimethod studies: Application of a multimethod change model to depression and anxiety in children.
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Accuracy of teachers' judgments of students' academic achievement: A meta-analysis.
inferredcites →https://doi.org/10.1037/a0028696openalex-snapshot
A contextual approach to social skills assessment in the peer group: Who is the best judge?
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When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions.
inferredcites →https://doi.org/10.1037/h0046016openalex-snapshot
Convergent and discriminant validation by the multitrait-multimethod matrix.
inferredcites →https://doi.org/10.1080/00131881.2010.524749openalex-snapshot
Inclusive education and students without special educational needs
inferredcites →https://doi.org/10.1080/00220671.2012.667010openalex-snapshot
Judgment Confidence and Judgment Accuracy of Teachers in Judging Self-Concepts of Students
inferredcites →https://doi.org/10.1080/00220671.2014.958812openalex-snapshot
The acceptance and rejection of peers with ADHD and ASD in general secondary education
inferredcites →https://doi.org/10.1080/01443410.2013.814200openalex-snapshot
How accurate are teacher and parent judgements of lower secondary school children’s test anxiety?
inferredcites →https://doi.org/10.1080/02796015.2002.12086165openalex-snapshot
Self-Concept of Students with Learning Disabilities: A Meta-Analysis
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Discrepancies in judging social inclusion and bullying of pupils with behaviour problems
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The social position and development of pupils with SEN in mainstream Dutch primary schools
inferredcites →https://doi.org/10.1080/08856257.2011.640487openalex-snapshot
Simply academic? Why children with special educational needs don’t like school
inferredcites →https://doi.org/10.1080/08856257.2018.1424777openalex-snapshot
The quality of experience of students with and without special educational needs in everyday life and when relating to peers
inferredcites →https://doi.org/10.1080/10349120903537905openalex-snapshot
Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands
inferredcites →https://doi.org/10.1080/1034912x.2015.1111301openalex-snapshot
Students with Self-identified Special Educational Needs and Disabilities (si-SEND): Flourishing or Languishing!
inferredcites →https://doi.org/10.1080/10705510701301834openalex-snapshot
Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance
inferredcites →https://doi.org/10.1080/10705511.2012.687658openalex-snapshot
A Comparison of Method Effects in Two Confirmatory Factor Models for Structurally Different Methods
inferredcites →https://doi.org/10.1080/10705511.2017.1373595openalex-snapshot
Analyzing Different Types of Moderated Method Effects in Confirmatory Factor Models for Structurally Different Methods
inferredcites →https://doi.org/10.1080/10705519909540118openalex-snapshot
Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives
inferredcites →https://doi.org/10.1080/13603116.2010.496192openalex-snapshot
Inclusion: by choice or by chance?
inferredcites →https://doi.org/10.1080/13603116.2011.580464openalex-snapshot
Truly included? A literature study focusing on the social dimension of inclusion in education
inferredcites →https://doi.org/10.1080/13603116.2012.676081openalex-snapshot
The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs
inferredcites →https://doi.org/10.1080/13803611.2014.964261openalex-snapshot
Assessing teachers' judgements of students' academic motivation and emotions across two rating methods
inferredcites →https://doi.org/10.1097/00004583-200111000-00015openalex-snapshot
Psychometric Properties of the Strengths and Difficulties Questionnaire
inferredcites →https://doi.org/10.1111/1467-8624.00464openalex-snapshot
Continuity, Stability, and Change in Daily Emotional Experience across Adolescence
inferredcites →https://doi.org/10.1111/bjop.12046openalex-snapshot
From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation
inferredcites →https://doi.org/10.1111/j.1467-985x.2007.00517.xopenalex-snapshot
Modelling Method Effects as Individual Causal Effects
inferredcites →https://doi.org/10.1177/0013164405285910openalex-snapshot
Multidimensional Self-Concept Structure for Preadolescents With Mild Intellectual Disabilities
inferredcites →https://doi.org/10.1177/001440296803500101openalex-snapshot
Special Education for the Mildly Retarded—Is Much of it Justifiable?
inferredcites →https://doi.org/10.1177/0963721412445309openalex-snapshot
Accurate Personality Judgment
inferredcites →https://doi.org/10.1177/1073191112457588openalex-snapshot
Correlated Trait–Correlated Method Minus One Analysis of the Convergent and Discriminant Validities of the Strengths and Difficulties Questionnaire
inferredcites →https://doi.org/10.1177/1073191115586459openalex-snapshot
Multitrait–Multimethod Analysis of the Strengths and Difficulties Questionnaire in Young Asian American Children
inferredcites →https://doi.org/10.1348/000709910x504500openalex-snapshot
Academic self‐concept, learning motivation, and test anxiety of the underestimated student
inferredcites →https://doi.org/10.1348/000711005x67490openalex-snapshot
Analysing multitrait–multimethod data with structural equation models for ordinal variables applying the WLSMV estimator: What sample size is needed for valid results?
inferredcites →https://doi.org/10.2307/1170259openalex-snapshot
Learning Disabled Children's Self-Concepts
inferredcites →https://doi.org/10.2333/bhmk.29.81openalex-snapshot
Beyond SEM: General Latent Variable Modeling
inferredcites →https://doi.org/10.3102/00346543059003297openalex-snapshot
Teacher-Based Judgments of Academic Achievement: A Review of Literature
inferredcites →https://doi.org/10.3389/fpsyg.2014.01216openalex-snapshot
Testing for measurement invariance and latent mean differences across methods: interesting incremental information from multitrait-multimethod studies
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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MOBAK – Monitoring motorischer Basiskompetenzen von 4- bis 8-jährigen Kindern in der Schweiz: Dokumentation der Items und Skalen
inferred← citeshttps://doi.org/10.1002/pits.23506openalex-snapshot
Inclusive Education From Children's Perspective: Examining Social, Emotional, and Academic Perceptions of Students With Learning Disabilities and Typically Developing Students
inferred← citeshttps://doi.org/10.1007/978-3-658-24729-4_18openalex-snapshot
Förderschule und Inklusion
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Förderschule und Inklusion
inferred← citeshttps://doi.org/10.1007/s11218-023-09804-zopenalex-snapshot
Friendship networks in inclusive elementary classrooms: Changes and stability related to students’ gender and self-perceived social inclusion
inferred← citeshttps://doi.org/10.1007/s42010-024-00199-0openalex-snapshot
Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld
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Disability status and student outcomes over time in regular classrooms: Evidence from a national panel survey in China
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Effects of the parents as teachers home visiting program on children’s adjustment at primary school entry: Evidence from the Swiss ZEPPELIN project
inferred← citeshttps://doi.org/10.1016/j.jsp.2020.07.003openalex-snapshot
Agreement among student, parent and teacher ratings of school inclusion: A multitrait-multimethod analysis
inferred← citeshttps://doi.org/10.1016/j.lindif.2025.102754openalex-snapshot
Explaining teachers' judgement accuracy of students' subjective well-being by students' individual characteristics and the teacher-student relationship
inferred← citeshttps://doi.org/10.1016/j.ridd.2024.104814openalex-snapshot
Subjective well-being and social inclusion at school for students with a disability, according to their parents, in France
inferred← citeshttps://doi.org/10.1016/j.tate.2023.104304openalex-snapshot
Teachers' judgment accuracy of students’ subjective well-being in school: In search of explanatory factors
inferred← citeshttps://doi.org/10.1016/j.tate.2025.105152openalex-snapshot
Teacher student-specific self-efficacy and its impact on students’ academic self-concept, emotional well-being and social inclusion
inferred← citeshttps://doi.org/10.1024/1010-0652/a000292openalex-snapshot
Peers als Quelle aktueller Motivation?
inferred← citeshttps://doi.org/10.1027/1015-5759/a000914openalex-snapshot
Validation of the Student and Teacher Version of the Japanese Perceptions of Inclusion Questionnaire (PIQ)
inferred← citeshttps://doi.org/10.1080/00313831.2025.2516486openalex-snapshot
Validation of the student version of the perceptions of inclusion questionnaire in Finland
inferred← citeshttps://doi.org/10.1080/01443410.2022.2094342openalex-snapshot
Investigating teachers’ dyadic self-efficacy and its correlations to students’ perceptions of teacher efficacy and student well-being
inferred← citeshttps://doi.org/10.1080/03004279.2025.2566984openalex-snapshot
To learn or to leave, that is the question for Mexican middle-school students: exploring predictors of intentions to leave school early
inferred← citeshttps://doi.org/10.1080/08856257.2020.1823163openalex-snapshot
Inclusive education in Saudi Arabia and Germany: students’ perception of school well-being, social inclusion, and academic self-concept
inferred← citeshttps://doi.org/10.1080/08856257.2021.1911523openalex-snapshot
Academic self-concept, perceptions of inclusion, special needs and gender: evidence from inclusive classes in Sweden
inferred← citeshttps://doi.org/10.1080/08856257.2021.1961194openalex-snapshot
Social participation in the context of inclusive education: primary school students’ friendship networks from students’ and teachers’ perspectives
inferred← citeshttps://doi.org/10.1080/08856257.2021.1961195openalex-snapshot
Validation of the student version of the Perceptions of Inclusion Questionnaire on a sample of French students
inferred← citeshttps://doi.org/10.1080/08856257.2026.2668277openalex-snapshot
Differences in perceived inclusion: a comprehensive study on students’ and teachers’ perspectives considering low and high levels of Special Education Needs
inferred← citeshttps://doi.org/10.1080/09589236.2021.1988530openalex-snapshot
Teacher ratings and adolescent students’ perceived social behaviours and gender-role orientations
inferred← citeshttps://doi.org/10.1080/20473869.2024.2363008openalex-snapshot
Psychometric properties of the Chinese perceptions of inclusion questionnaire teacher version for pupils with intellectual and developmental disabilities in inclusive classrooms
inferred← citeshttps://doi.org/10.1080/2331186x.2023.2203971openalex-snapshot
Exploring Mexican lower secondary school students’ perceptions of inclusion
inferred← citeshttps://doi.org/10.1093/cs/cdae019openalex-snapshot
The Return to In-Person School: Teacher Reports of Student Behavior and Social–Emotional Learning
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Fostering students’ belonging: teacher insights from international boarding secondary schools
inferred← citeshttps://doi.org/10.1108/s1479-363620210000015007openalex-snapshot
Resources for Inclusive Education in Austria: An Insight Into the Perception of Teachers
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How effective are the differentiated instructional practices of my teacher? A study into the effects of differentiated instruction on students' socio‐emotional variables
inferred← citeshttps://doi.org/10.1177/21582440221079896openalex-snapshot
Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings
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Optimization Strategies and Efficacy Evaluation of Cross-Language Embedding Model in Teaching English in Colleges and Universities
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Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school
inferred← citeshttps://doi.org/10.3389/feduc.2023.1167879openalex-snapshot
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Teachers’ Judgments of Students’ School-Wellbeing, Social Inclusion, and Academic Self-Concept: A Multi-Trait-Multimethod Analysis Using the Perception of Inclusion Questionnaire
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Teachers’ Implementation of Inclusive Teaching Practices as a Potential Predictor for Students’ Perception of Academic, Social and Emotional Inclusion
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Psychoeducational Classroom Interventions Promoting Inclusion of Special Educational Needs Students in Mainstream Classes: The Case of the BATTIE Program
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Basic Motor Competencies of (Pre)School Children: The Role of Social Integration and Health-Related Quality of Life
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