ABSTRACT

This research aims to investigate the relationship between the self-esteem of student teachers, their attitudes towards inclusive education for children with disabilities, and the mediating factor of their attitudes towards people with disabilities. The study involved 562 student teachers from Poland. Significant correlations were found between the student teachers’ attitudes towards inclusion, self-esteem and attitudes towards people with disabilities. Higher self-esteem was associated with more positive attitudes, manifested as thoughts about people with disabilities, emotions felt towards them, and behaviours directed at them. The results show that the correlation between self-esteem and negative attitudes towards inclusion is mediated by negative attitudes towards persons with disabilities. These results correspond to findings pointing to the importance of self-esteem as a psychological resource that affects one’s interpretation of difficulties, life situations, and other people. The correlations of these three complex variables form a basis for a model of how to educate student teachers on inclusion.

摘要

本研究旨在调查学生教师的自尊、他们对残疾儿童全纳教育的态度以及他们对残疾人态度的中介因素之间的关系。该研究涉及来自波兰的 562 名学生教师。在学生教师对包容的态度、自尊和对残疾人的态度之间发现了显着的相关性。更高的自尊与更积极的态度相关，表现为对残疾人的想法、对他们的情感以及针对他们的行为。结果表明，自尊与对包容的消极态度之间的相关性受到对残疾人的消极态度的调节。这些结果与指出自尊作为一种影响一个人对困难、生活状况和其他人的解释的心理资源的重要性的发现相对应。这三个复杂变量的相关性构成了如何对学生教师进行包容性教育的模型的基础。