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[ subject:"Secondary education." ]
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Attitudes of Taiwanese eighth-grade ...
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Liu, Wei-Ping.
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Attitudes of Taiwanese eighth-grade students toward students with mild mental retardation.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Attitudes of Taiwanese eighth-grade students toward students with mild mental retardation./
作者:
Liu, Wei-Ping.
面頁冊數:
171 p.
附註:
Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2869.
Contained By:
Dissertation Abstracts International60-08A.
標題:
Special education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9940765
ISBN:
9780599422858
Attitudes of Taiwanese eighth-grade students toward students with mild mental retardation.
Liu, Wei-Ping.
Attitudes of Taiwanese eighth-grade students toward students with mild mental retardation.
- 171 p.
Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2869.
Thesis (Ph.D.)--State University of New York at Albany, 1999.
This item must not be sold to any third party vendors.
Attitudes of Taiwanese eighth-graders toward students with mild mental retardation were investigated in this study. Nondisabled students' cognitive, affective, and behavioral attitudes toward their peers with mild mental retardation were investigated using separate measures. In addition, the relationships among the three components were examined. Finally, significant predictors for each attitude component were identified from background and experience variables. The background variables included the respondents' age, gender, parental education levels, intelligence, achievement, the target student's gender, and gender similarity. The experience variables were frequencies of out-of-school and in-school contact with individuals with disabilities, feelings about contact with students with disabilities, types of contact with students with disabilities, and sources of information about disabilities.
ISBN: 9780599422858Subjects--Topical Terms:
516693
Special education.
Attitudes of Taiwanese eighth-grade students toward students with mild mental retardation.
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Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2869.
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Chair: Deborah May.
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Thesis (Ph.D.)--State University of New York at Albany, 1999.
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Attitudes of Taiwanese eighth-graders toward students with mild mental retardation were investigated in this study. Nondisabled students' cognitive, affective, and behavioral attitudes toward their peers with mild mental retardation were investigated using separate measures. In addition, the relationships among the three components were examined. Finally, significant predictors for each attitude component were identified from background and experience variables. The background variables included the respondents' age, gender, parental education levels, intelligence, achievement, the target student's gender, and gender similarity. The experience variables were frequencies of out-of-school and in-school contact with individuals with disabilities, feelings about contact with students with disabilities, types of contact with students with disabilities, and sources of information about disabilities.
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The 1,175 respondents expressed positive cognitive, affective, and behavioral attitudes toward students with mild mental retardation. The most positive responses were on the behavioral intention measure, followed by the responses to the cognitive and affective measures. In addition, the results of the correlational analysis revealed that cognition, affect, and behavioral intentions were significantly and positively correlated with one another. However, the magnitudes of the correlations were low.
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Finally, several background and experience variables were identified as predictors for each attitude component. For the set of background variables, older students, female students, students with high intelligence scores, and students with high achievement scores tended to express more positive attitudes toward students with mild mental retardation. Moreover, on the items that loaded on the behavioral factor Acceptability 2, students rated the mate target student more positively than the female one; on the items that loaded on another behavioral factor Acceptability 1, students expressed more positive attitudes toward a same-sex target student than toward an opposite-sex one. For the set of experience variables, respondents with more positive feelings about their contact with individuals with disabilities and with more information sources about disabilities tended to express more positive attitudes toward students with mild mental retardation. The variables of parental education levels, frequencies of out-of-school and in-school contact, and type of contact were not significant predictors for any attitude components.
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