What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion
What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion
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DOI：
10.1080/13603116.2017.1348548
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发表时间：
2018-01-01
影响因子：
2.2
通讯作者：
Grosche, Michael
中科院分区：
文献类型：
--
作者：
Lueke, Timo;Grosche, Michael
最近，研究的重点是对全纳教育的态度，大多数研究使用问卷来衡量这一重要变量。在连续的两个实验中，我们表明对全纳教育的态度并不稳定，而是受到社会背景的显着影响。我们操纵了该组织的信息，该组织正在进行一项有关参与者对全纳教育态度的调查。结果表明，在预测参与者对包容性的态度方面，进行调查的组织的态度（参与者所感知的）优于有据可查的变量（例如性别、年龄和与残疾人的接触情况）。这一变量解释的方差与所有其他预测变量的总和一样多。我们认为，社会期望是全纳教育态度研究中被忽视的问题。我们的研究结果对有关该主题的大量研究的有效性提出了挑战，因为它们在接受大学调查时显示出参与者的态度存在积极偏见。因此，我们概述了在包容态度研究中减少社会期望引起的有效性问题的第一步。
Recently, research has focused on attitudes towards inclusive education, and the majority of studies use questionnaires to measure this vital variable. In two consecutive experiments, we showed that attitudes towards inclusive education are not stable but instead are significantly influenced by social context. We manipulated information on the organisation conducting a survey regarding attitudes of participants towards inclusive education. The results show that the attitude of the organisation conducting the survey - as perceived by the participant - outperforms well-documented variables (e.g. sex, age, and contact to a person with disability) in predicting the attitudes of the participant towards inclusion. This one variable explains as much variance as all other predictors combined. We argue that social desirability is a neglected issue in research on attitudes towards inclusive education. Our findings challenge the validity of numerous studies on this topic because they show a positive bias in the attitudes of participants when they were surveyed by a university. Thus, we outline the first steps to reduce social desirability-induced validity problems in research on attitudes towards inclusion.