Department of Psychology, Università di Torino, Via Verdi 10⁻10124 Torino I, Italy.
Center of Cognitive Science, Università di Torino, Via Po 14⁻10123 Torino I, Italy.
Int J Environ Res Public Health. 2018 Sep 2;15(9):1908. doi: 10.3390/ijerph15091908.
: The aim of the study was to compare the level of self-confidence in dealing with problems at school, the attitude towards bullying situations and the recommended strategies to cope with bullying in two samples of pre-service teachers (PSTs). The PSTs were in training to become teachers with special education needs students (SEN) and came from two different countries (Italy and Greece). : A questionnaire survey was made involving 110 Italian and 84 Greek PSTs. : The results about self-confidence showed that Greek PSTs had lower outcome expectations and a higher external locus of causality than Italian PSTs. Teachers' training programs and school preventive intervention were also discussed. : Because the participants in this investigation will be teachers in the near future, they require specific training on bullying in general and in students with SEN in particular.
本研究旨在比较两个样本的职前教师（PSTs）在处理学校问题、对待欺凌情境的态度以及推荐的应对欺凌策略方面的自信心水平。这些 PSTs 正在接受培训，以成为有特殊教育需求学生（SEN）的教师，他们来自两个不同的国家（意大利和希腊）。
采用问卷调查法，共涉及 110 名意大利和 84 名希腊的 PSTs。
结果表明，与意大利的 PSTs 相比，希腊的 PSTs 对外归因和结果预期较低。同时还讨论了教师培训计划和学校预防干预措施。
因为这些参与者在不久的将来将成为教师，所以他们需要接受关于欺凌行为的具体培训，特别是在 SEN 学生中的欺凌行为。
