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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
Citation
Li, C., Wong, N. K., Liu, D., & Kee, Y. H. (2020). 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, 69(6), 1859-1872. https://doi.org/10.1080/1034912X.2020.1830950
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.
Date Issued
2020
Publisher
Taylor & Francis
Journal
International Journal of Disability Development and Education
Grant ID
grant no. RG 86/2016-2017R
Funding Agency
The Education University of Hong Kong