Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion: using the theory of planned behavior and the self-determination theory-Reference-Cited by-同舟云学术

Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion: using the theory of planned behavior and the self-determination theory

Published:2023-10-08 Issue: Volume: Page:1-10
ISSN:0885-6257
Container-title:European Journal of Special Needs Education
language:en
Short-container-title:European Journal of Special Needs Education

Author:

Kupers Elisa¹^ORCID,de Boer Anke¹²,Bakker Alianne¹,de Jong Frank³⁴,Minnaert Alexander¹

Affiliation:

1. Department of Inclusive and Special Needs Education, University of Groningen, Groningen, the Netherlands

2. RENN4 Expertise Centre Special Education, Groningen, the Netherlands

3. Department of Educational Sciences, Open University, Heerlen, the Netherlands

4. Department of Responsive Education, Aeres University of Applied Sciences, Wageningen, the Netherlands

Funder

The study was funded by the national funding body for educational research

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Health Professions (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/08856257.2023.2263717

Reference27 articles.

1. From Intentions to Actions: A Theory of Planned Behavior

2. Self-efficacy: Toward a unifying theory of behavioral change.

3. Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature

4. Conceptualizations of Intrinsic Motivation and Self-Determination

5. Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education

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