Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22647
Title: 
Authors: 
Subjects: 
Awareness
Educator
Inclusive education
Self-determination theory
Special education needs
Issue Date: 
2020
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. Advance online publication. https://doi/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.
Description: 
This is the final draft, after peer-review, of a manuscript published in International Journal of Disability, Development and Education. The published version is available online at http://www.tandfonline.com/doi/pdf/10.1080/1034912X.2020.1830950
URI: 
ISSN: 
1034-912X (print)
1465-346X (online)
DOI: 
Grant ID: 
grant no. RG 86/2016-2017R
Funding Agency: 
The Education University of Hong Kong
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Journal Articles

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