Reference : Inclusive education from a social-cognitive perspective: Preservice teachers’ explic...
Dissertations and theses : Doctoral thesis
Social & behavioral sciences, psychology : Education & instruction
Social & behavioral sciences, psychology : Social, industrial & organizational psychology
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/10993/21512
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
English
Markova, Mariya mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
3-Jun-2015
University of Luxembourg, ​Walferdange, ​​Luxembourg
Docteur en Psychologie
183
Krolak-Schwerdt, Sabine mailto
Honig, Michael-Sebastian mailto
Pit-Ten Cate, Ineke mailto
Stark, Robin mailto
Linderkamp, Friedrich mailto
[en] SEN ; implicit attitudes ; explicit attitudes ; self-efficacy ; student judgments ; preservice teachers ; students with immigrant background ; inclusion ; perceived competence
http://hdl.handle.net/10993/21512

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