Inclusive education from a social-cognitive perspective:  Preservice teachers’ explicit and implicit cognitions, judgments of and behavioral intentions regarding immigrant students with special education needs

Reference : Inclusive education from a social-cognitive perspective: Preservice teachers’ explic...


	Document type :	Dissertations and theses : Doctoral thesis
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction Social & behavioral sciences, psychology : Social, industrial & organizational psychology Social & behavioral sciences, psychology : Theoretical & cognitive psychology
	To cite this reference:	http://hdl.handle.net/10993/21512

Title :	Inclusive education from a social-cognitive perspective: Preservice teachers’ explicit and implicit cognitions, judgments of and behavioral intentions regarding immigrant students with special education needs
Language :	English
Author, co-author :	Markova, Mariya [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	3-Jun-2015
Institution :	University of Luxembourg, Walferdange, Luxembourg
Name of the degree :	Docteur en Psychologie
Number of pages :	183
Supervisor :	Krolak-Schwerdt, Sabine
President of the jury :	Honig, Michael-Sebastian
Member of the jury :	Pit-Ten Cate, Ineke
	Stark, Robin
	Linderkamp, Friedrich
Keywords :	[en] SEN ; implicit attitudes ; explicit attitudes ; self-efficacy ; student judgments ; preservice teachers ; students with immigrant background ; inclusion ; perceived competence
Permalink :	http://hdl.handle.net/10993/21512

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