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Examining the accuracy of students’ self-reported academic grades from a correlational and a discrepancy perspective: Evidence from a longitudinal study

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  • Fabio Sticca
  • Thomas Goetz
  • Madeleine Bieg
  • Nathan C Hall
  • Franz Eberle
  • Ludwig Haag

Abstract

The present longitudinal study examined the reliability of self-reported academic grades across three phases in four subject domains for a sample of 916 high-school students. Self-reported grades were found to be highly positively correlated with actual grades in all academic subjects and across grades 9 to 11 underscoring the reliability of self-reported grades as an achievement indicator. Reliability of self-reported grades was found to differ across subject areas (e.g., mathematics self-reports more reliable than language studies), with a slight yet consistent tendency to over-report achievement levels also observed across grade levels and academic subjects. Overall, the absolute value of over- and underreporting was low and these patterns were not found to differ between mathematics and verbal subjects. In sum, study findings demonstrate the consistent predictive utility of students’ self-reported achievement across grade levels and subject areas with the observed tendency to over-report academic grades and slight differences between domains nonetheless warranting consideration in future education research.

Suggested Citation

  • Fabio Sticca & Thomas Goetz & Madeleine Bieg & Nathan C Hall & Franz Eberle & Ludwig Haag, 2017. "Examining the accuracy of students’ self-reported academic grades from a correlational and a discrepancy perspective: Evidence from a longitudinal study," PLOS ONE, Public Library of Science, vol. 12(11), pages 1-13, November.
    • Handle: RePEc:plo:pone00:0187367
    DOI: 10.1371/journal.pone.0187367
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    Cited by:

    1. Silva, Ana Daniela & Vautero, Jaisso & Usssene, Camilo, 2021. "The influence of family on academic performance of Mozambican university students," International Journal of Educational Development, Elsevier, vol. 87(C).
    2. Joyce Hayek & Hein de Vries & Maya Tueni & Nathalie Lahoud & Bjorn Winkens & Francine Schneider, 2021. "Increased Adherence to the Mediterranean Diet and Higher Efficacy Beliefs Are Associated with Better Academic Achievement: A Longitudinal Study of High School Adolescents in Lebanon," IJERPH, MDPI, vol. 18(13), pages 1-16, June.
    3. Jieun Lee, 2024. "The Roles of Identity-Based Motivation and Perceived Instrumentality for Probationary Students’ Positive Self-Beliefs, Self-Regulation, and Performance," Research in Higher Education, Springer;Association for Institutional Research, vol. 65(4), pages 655-678, June.
    4. Jacqueline Lettau, 2021. "The Impact of Children’s Academic Competencies and School Grades on their Life Satisfaction: What Really Matters?," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(6), pages 2171-2195, December.

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