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Effects of Brief Mindfulness Meditation on Pre-service Teachers’ Attitudes towards Including Students with Autism: The Role of Basic Psychological Need Satisfaction
International Journal of Disability, Development and Education ( IF 1.300 ) Pub Date : 2020-10-18 , DOI: 10.1080/1034912x.2020.1830950
Chunxiao Li 1, 2 , Ngai Kiu Wong 3 , Duo Liu 4 , Ying Hwa Kee 5
Affiliation  

ABSTRACT

Enhancing teachers’ attitudes towards including students with autism spectrum disorder (ASD) are crucial for successful inclusive education. The current study, guided by self-determination theory, examined the effectiveness of mindfulness meditation on teachers’ attitudes towards including students with ASD. Pre-service teachers (n = 65) were randomly assigned to the experimental or the control group. The results showed that the mindfulness meditation did not improve pre-service teachers’ attitudes but their basic psychological needs satisfaction. In addition, mindfulness had an indirect effect on attitudes through needs satisfaction. These findings could be used for improving teaching preparation for inclusive education.



中文翻译:

简短的正念冥想对职前教师对自闭症学生的态度的影响:基本心理需求满足的作用

摘要

提高教师对包容自闭症谱系障碍 (ASD) 学生的态度对于成功的全纳教育至关重要。目前的研究以自我决定理论为指导,检验了正念冥想对教师对包括自闭症学生的态度的有效性。职前教师(n = 65)被随机分配到实验组或对照组。结果表明,正念冥想并没有改善职前教师的态度,而是满足了他们的基本心理需求。此外,正念通过需求满足对态度产生间接影响。这些发现可用于改进全纳教育的教学准备。

更新日期:2020-10-18
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