Attitudes toward disability among preservice special education teachers: the role of attachment style and empathy

IF 2.6 3区教育学 Q1 EDUCATION, SPECIAL

European Journal of Special Needs Education Pub Date : 2023-02-13 DOI:10.1080/08856257.2023.2177943

Caterina Buzzai, A. Passanisi, Alessandro Romano, N. Pastena, Marinella Muscarà, Ugo Pace

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引用次数: 1

Abstract

ABSTRACT The present study was aimed at contributing to the understanding of the role of pre-service special education teachers’ attachment styles and empathy dimensions in sentiments, attitudes, and concerns towards disability. Participants were 536 pre-service special education teachers (78.4% females and 21.6% males), Results of the path analysis showed that some empathy dimensions (fantasy and personal distress) played a mediating role in the association between preoccupied and fearful attachment styles and teachers’ sentiments and concerns towards disability. Moreover, a direct positive association was reported from preoccupied attachment style to sentiments and concerns towards disability, from fantasy and personal distress (both dimensions of empathy) to sentiments towards disability, from personal distress to concerns towards disability, and from empathic concerns to attitudes towards disability, whereas negative relationships were found from perspective-taking to concerns and sentiments towards disability, as well as from empathic concern to sentiments towards disability.

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职前特殊教育教师残疾态度:依恋类型和共情的作用

摘要本研究旨在帮助理解职前特殊教育教师的依恋风格和移情维度在情感、态度和对残疾的关注中的作用。参与者为536名职前特殊教育教师（女性78.4%，男性21.6%）。路径分析结果表明，一些移情维度（幻想和个人痛苦）在专注和恐惧依恋风格与教师对残疾的情感和担忧之间的关联中起到了中介作用。此外，据报道，从专注依恋风格到对残疾的情感和担忧，从幻想和个人痛苦（移情的两个维度）到对残疾情感，从个人痛苦到对残疾担忧，从移情担忧到对残疾态度，都存在直接的正相关，而从对残疾的关注和情感的视角，以及从移情关注到对残疾的情感，都发现了负面关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Special Needs Education EDUCATION, SPECIAL-

CiteScore

6.00

自引率

7.70%

发文量

期刊介绍： The European Journal of Special Needs Education reflects the dynamic growth of the theory and practice of special needs education as it is emerging worldwide. Written for teachers and researchers it provides a forum for reporting and reviewing scholarly research and significant developments in the field of special educational needs.