Jiang Nana, Li Haijun, Ju Soon-Yew, Kong Lai-Kuan, Li Jing
School of Teacher Education, Heze University, Heze, China.
Zhoulou Primary School, Heze, China.
PLoS One. 2025 Apr 29;20(4):e0321066. doi: 10.1371/journal.pone.0321066. eCollection 2025.
Recently, inclusive education has become the direction of special education development. Inclusive education requires that teachers' educational philosophies and approaches meet the needs of all students. Since pre-service teachers are future educators in training, it is vital to investigate their perspectives on inclusive education. Pre-service teachers' attitudes, ability and views of inclusive education have an impact on the success of inclusive education practice. However, little literature has examined the influence of psychological mechanism of pre-service teachers toward inclusive education, i.e., the impact of empathy on pre-service teachers' attitudes toward inclusive education and the mediating effects of teaching motivation and inclusive education efficacy toward the aforementioned relationship. Thus, this study employed Stimulus-Organism-Response's (S-O-R) model to underpin the research framework that examines the relationship between pre-service teachers' empathy and attitudes toward inclusive education and the mediating effects of teaching motivation and inclusive education efficacy in the Chinese context. Quantitative data through survey questionnaires was collected from 480 Chinese pre-service teachers and analysed using PLS-SEM. Findings suggested that pre-service teachers' empathy directly predicted teaching motivation, inclusive education efficacy, and attitudes toward inclusive education. Teaching motivation and inclusive education efficacy together play a chain mediating role in the relationship between empathy and pre-service teachers' attitudes toward inclusive education. The results of this study offer a theoretical framework that explains in detail the psychological mechanisms underlying the effects of pre-service teachers' empathy, teaching motivation, and inclusive education efficacy on attitudes towards inclusive education. The research findings also provide practical guidance for the professional development of teachers, talent cultivation, and the development of inclusive education in higher education.
近年来，全纳教育已成为特殊教育发展的方向。全纳教育要求教师的教育理念和方法满足所有学生的需求。由于职前教师是正在接受培训的未来教育工作者，调查他们对全纳教育的看法至关重要。职前教师对全纳教育的态度、能力和观点会影响全纳教育实践的成功。然而，很少有文献探讨职前教师对全纳教育的心理机制影响，即同理心对职前教师全纳教育态度的影响以及教学动机和全纳教育效能感对上述关系的中介作用。因此，本研究采用刺激-机体-反应（S-O-R）模型来构建研究框架，在中国背景下考察职前教师同理心与全纳教育态度之间的关系以及教学动机和全纳教育效能感的中介作用。通过问卷调查收集了480名中国职前教师的定量数据，并使用偏最小二乘结构方程模型（PLS-SEM）进行分析。研究结果表明，职前教师的同理心直接预测教学动机、全纳教育效能感和对全纳教育的态度。教学动机和全纳教育效能感在同理心与职前教师全纳教育态度之间的关系中共同发挥链式中介作用。本研究结果提供了一个理论框架，详细解释了职前教师同理心、教学动机和全纳教育效能感对全纳教育态度影响的心理机制。研究结果还为教师专业发展、人才培养以及高等教育中全纳教育的发展提供了实践指导。
