E-resources
Peer reviewed
Open access
-
Wächter, Tobias; Gorges, Julia; Apresjan, Stephanie; Lütje-Klose, Birgit
Teaching and teacher education, March 2024, 2024-03-00, Volume: 139Journal Article
This study investigates how attitudes toward inclusion and inclusion-related self-efficacy of teachers working in inclusive schools may influence the well-being of students. Teachers and students from 26 schools participated in the study, completing an online survey (teachers) and pen-and-paper questionnaires (students, teachers). Cross-sectional analyses showed positive effects of attitude on the well-being in students. Longitudinal analyses showed no predictive validity of attitude when controlling for previous well-being. Testing the potential interaction between attitude and self-efficacy revealed significant moderating effects on the prediction of well-being. Findings indicate that positive attitudes toward inclusion may be beneficial for students’ well-being.
