The impact of a combined cognitive-affective intervention on pre-service teachers' attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues
The impact of a combined cognitive-affective intervention on pre-service teachers' attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues
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DOI：
10.1016/j.tate.2010.08.002
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发表时间：
2011-01-01
影响因子：
3.9
通讯作者：
Smith-Bonahue, Tina
中科院分区：
文献类型：
--
作者：
Riggs, Angela D.;Rosenthal, Amy R.;Smith-Bonahue, Tina
本研究旨在评估认知情感干预对美国职前教师对同性恋和男女同性恋问题的态度、知识和预期职业行为的影响。67名参与者被随机分配到对照组（n = 34）或实验组（n = 33）。使用配对样本t检验比较测试前和测试后的平均值，以确定干预的影响。数据分析显示，职前教师对同性恋的态度和知识，以及他们对同性恋学生和他们的家庭预期的职业行为显着的积极变化。(C)2010年由Elsevier Ltd.出版
The purpose of this study was to assess the impact of a cognitive affective intervention the attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues of pre-service teachers in the United States. Sixty-seven participants were randomly assigned either to a control group (n = 34) or an experimental group (n = 33). Pre-test and post-test means were compared using paired-samples t-tests to determine the impact of the intervention. Data analysis revealed significant positive changes in the pre-service teachers' attitudes and knowledge about homosexuality, as well as their anticipated professional behaviors with respect to homosexual students and their families. (C) 2010 Published by Elsevier Ltd.