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 ![]() | |
3-Jun-2015 | |
University of Luxembourg, Walferdange, Luxembourg | |
Docteur en Psychologie | |
183 | |
Krolak-Schwerdt, Sabine ![]() | |
Honig, Michael-Sebastian ![]() | |
Pit-Ten Cate, Ineke ![]() | |
Stark, Robin ![]() | |
Linderkamp, Friedrich ![]() | |
[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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