How can inclusion succeed for all? Children's well-being in inclusive schools and the role of teachers' inclusion-related attitudes and self-efficacy
Wächter T, Gorges J, Apresjan S, Lütje-Klose B (2024)
Teaching and Teacher Education 139: 104411.
Zeitschriftenaufsatz
| Veröffentlicht | Englisch
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Abstract / Bemerkung
This study investigates how attitudes toward inclusion and inclusion-related self-efficacy
of teachers working in inclusive schools may influence the well-being of students. Teachers and students from 26 schools participated in the study, completing an online survey (teachers) and pen-and-paper questionnaires (students, teachers). Cross-sectional analyses showed positive effects of attitude on the well-being in students. Longitudinal analyses showed no predictive validity of attitude when controlling for previous well-being. Testing the potential interaction between attitude and self-efficacy revealed significant moderating effects on the prediction of well-being. Findings indicate that positive attitudes toward inclusion may be beneficial for students’ well-being.
Erscheinungsjahr
2024
Zeitschriftentitel
Teaching and Teacher Education
Band
139
Art.-Nr.
104411
Urheberrecht / Lizenzen
ISSN
0742051X
Page URI
https://pub.uni-bielefeld.de/record/2985516
Zitieren
Wächter T, Gorges J, Apresjan S, Lütje-Klose B. How can inclusion succeed for all? Children's well-being in inclusive schools and the role of teachers' inclusion-related attitudes and self-efficacy. Teaching and Teacher Education. 2024;139: 104411.
Wächter, T., Gorges, J., Apresjan, S., & Lütje-Klose, B. (2024). How can inclusion succeed for all? Children's well-being in inclusive schools and the role of teachers' inclusion-related attitudes and self-efficacy. Teaching and Teacher Education, 139, 104411. https://doi.org/10.1016/j.tate.2023.104411
Wächter, Tobias, Gorges, Julia, Apresjan, Stephanie, and Lütje-Klose, Birgit. 2024. “How can inclusion succeed for all? Children's well-being in inclusive schools and the role of teachers' inclusion-related attitudes and self-efficacy”. Teaching and Teacher Education 139: 104411.
Wächter, T., Gorges, J., Apresjan, S., and Lütje-Klose, B. (2024). How can inclusion succeed for all? Children's well-being in inclusive schools and the role of teachers' inclusion-related attitudes and self-efficacy. Teaching and Teacher Education 139:104411.
Wächter, T., et al., 2024. How can inclusion succeed for all? Children's well-being in inclusive schools and the role of teachers' inclusion-related attitudes and self-efficacy. Teaching and Teacher Education, 139: 104411.
T. Wächter, et al., “How can inclusion succeed for all? Children's well-being in inclusive schools and the role of teachers' inclusion-related attitudes and self-efficacy”, Teaching and Teacher Education, vol. 139, 2024, : 104411.
Wächter, T., Gorges, J., Apresjan, S., Lütje-Klose, B.: How can inclusion succeed for all? Children's well-being in inclusive schools and the role of teachers' inclusion-related attitudes and self-efficacy. Teaching and Teacher Education. 139, : 104411 (2024).
Wächter, Tobias, Gorges, Julia, Apresjan, Stephanie, and Lütje-Klose, Birgit. “How can inclusion succeed for all? Children's well-being in inclusive schools and the role of teachers' inclusion-related attitudes and self-efficacy”. Teaching and Teacher Education 139 (2024): 104411.
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