Department of Special Education, Lingnan Normal University, Zhanjiang, Guangdong, China.
Department of Special Education and Counselling, The Education University of Hong Kong, New Territory, Hong Kong, China.
PLoS One. 2024 Sep 30;19(9):e0306453. doi: 10.1371/journal.pone.0306453. eCollection 2024.
Inclusive education for students with autism spectrum disorders (ASD) has increasingly received attention nationwide in China. Schools realize that teachers are under stress and lack the skills to handle daily interactions with these students. So far, few studies have directed efforts to provide a remedy for teachers to improve their daily work. This study aimed to design and implement a 2-hour web-based training on psychological capital (PsyCap) to protect their well-being and foster their supportive behavior for ASD students in the inclusive class. A total of 120 targeted teachers were invited to participate in the training and were randomly divided into control and treatment groups. Pre-, post-, and follow-up surveys were distributed before, after, and one week after the training. ANOVA results suggested that teachers showed a significant increase in their PsyCap scores after completing the training, although the training effect slightly decreased after one week. Moreover, higher levels of PsyCap showed a positive influence on teachers' emotional stability and supportive behavior in class. The results highlighted the effectiveness of web-based PsyCap training in boosting teacher positivity, which enhances teacher support for students in inclusive education.
中国全国范围内越来越关注自闭症谱系障碍（ASD）学生的融合教育。学校意识到教师面临压力，缺乏处理与这些学生日常互动的技能。到目前为止，很少有研究致力于为教师提供改善日常工作的方法。本研究旨在设计并实施一个 2 小时的基于网络的心理资本（PsyCap）培训，以保护他们的福祉，并培养他们对融合班中 ASD 学生的支持行为。共邀请了 120 名目标教师参加培训，并将他们随机分为对照组和实验组。在培训前、培训后和培训后一周分发了预、后和随访调查。方差分析结果表明，教师在完成培训后 PsyCap 得分显著提高，尽管一周后培训效果略有下降。此外，较高的 PsyCap 水平对教师在课堂上的情绪稳定性和支持性行为有积极影响。研究结果强调了基于网络的 PsyCap 培训在提高教师积极性方面的有效性，这增强了教师对融合教育中学生的支持。
