Teachers' and students' perceptions of self-regulated learning and math competence: Differentiation and agreement

• Published in: Learning and individual differences Vol. 27; pp. 26 - 34
• Main Authors: Friedrich, Alena, Jonkmann, Kathrin, Nagengast, Benjamin, Schmitz, Bernhard, Trautwein, Ulrich
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.10.2013
• Subjects: Diagnostic competence; Math competence; Self-concept; Self-regulated learning; Teacher assessment; Math competence; Self-concept; Self-regulated learning; Teacher assessment; Diagnostic competence
• ISSN: 1041-6080; 1873-3425
• DOI: 10.1016/j.lindif.2013.06.005

Teachers' diagnostic competence is a crucial determinant of their teaching quality. However, prior research has indicated only a moderate association between teachers' and students' assessments of students' competence/self-concept and motivation. Furthermore, it is unclear how well teachers are able to differentiate between students' overall competence and other competence-relevant characteristics. The present article therefore investigated teachers' and students' perceptions of math competence/self-concept and two aspects of self-regulated learning (preactional and actional strategies), using a sample of 73 teachers and their fifth-grade students (N=1289). Exploratory structural equation modeling revealed three-factor solutions, indicating that both teachers and students differentiated between the assumed self-regulated learning factors and math competence/self-concept. Latent correlations between teachers' and students' perceptions were small to moderate; their assessments of students' math competence/self-concept showed the highest agreement. The findings are discussed with respect to their implications for assessing and improving teachers' diagnostic competence of students' learning. •Teachers and students assess students' math competence/self-concept and self-regulated learning.•Large sample of 73 teachers and their fifth-grade students (N=1289).•Exploratory SEM revealed three-factor solutions for teacher and student assessments.•Latent correlations between teachers' and students' assessments were small.•Assessment of students' math competence/self-concept showed the highest agreement.