1 Faculty of Human Sciences, Macquarie University, Sydney, Australia.
2 Faculty of Social Sciences, University of Wollongong, Australia.
J Learn Disabil. 2018 Jan/Feb;51(1):3-17. doi: 10.1177/0022219416664865. Epub 2016 Aug 22.
Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and China. Australian and Chinese trainee teachers ( N = 240) who were at the end of their training were surveyed with vignettes and Likert-scale questions to ascertain their responses to students with and without LD. Overall, the findings suggest that Chinese trainee teachers' attributional pattern is more positive than that of their Australian counterparts. Implications and recommendations for research and practice are also presented.
近年来，人们反复声称，对有学习障碍（LD）的学生持有积极的看法和期望非常重要。本文旨在提高人们对归因信念在澳大利亚和中国 LD 学生教育成果方面的重要性的认识。研究使用情景和李克特量表对即将结束培训的澳大利亚和中国的实习教师（N=240）进行了调查，以确定他们对有 LD 和无 LD 的学生的反应。总的来说，研究结果表明，中国实习教师的归因模式比澳大利亚同行更为积极。还提出了对研究和实践的影响和建议。
