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ERIC Number: EJ1395798
Record Type: Journal
Publication Date: 2023
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0885-6257
EISSN: EISSN-1469-591X
Attitudes toward Disability among Preservice Special Education Teachers: The Role of Attachment Style and Empathy
Buzzai, Caterina; Passanisi, Alessia; Romano, Alessandro; Pastena, Nicolina; MuscarĂ , Marinella; Pace, Ugo
European Journal of Special Needs Education, v38 n6 p803-817 2023
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy
Identifiers - Assessments and Surveys: Interpersonal Reactivity Index
Grant or Contract Numbers: N/A