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Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-253985
DOI: 10.25656/01:25398; 10.24452/sjer.44.2.3
URN: urn:nbn:de:0111-pedocs-253985
DOI: 10.25656/01:25398; 10.24452/sjer.44.2.3
| Originaltitel |
Aspettative educative future delle allieve e degli allievi categorizzate/i con e senza bisogni educativi speciali: un’analisi comparativa includendo variabili individuali e contestuali |
|---|---|
| Paralleltitel | Future educational expectations of pupils with and without special educational needs: comparative analysis including individual and contextual variables |
| Autoren |
Ambrosetti, Alice  ;
Benini, Sara ;
Fenaroli, Sandra |
| Originalveröffentlichung | Schweizerische Zeitschrift für Bildungswissenschaften 44 (2022) 2, S. 195-208  |
| Dokument | Volltext (370 KB) |
| Lizenz des Dokumentes |
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| Schlagwörter (Deutsch) | Sonderpädagogischer Förderbedarf; Inklusion; Schüler; Behinderung; Selbstkonzept; Selbstwirksamkeit; Mathematikunterricht; Bildungserwartung; Zukunft; Lehrer; Unterstützung; Wahrnehmung; Einflussfaktor; Variable; Soziodemografie; Migrationshintergrund; Mathematische Kompetenz; Test; Fragebogenerhebung; Vergleichende Analyse; Schweiz |
| Teildisziplin | Sonderpädagogik Fachdidaktik/mathematisch-naturwissenschaftliche Fächer |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 2624-8492; 26248492 |
| Sprache | Italienisch |
| Erscheinungsjahr | 2022 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Italienisch): | Il presente articolo analizza le differenze tra allieve e allievi con e senza bisogni educativi speciali (BES) per ciò che concerne le loro aspettative educative future includendo nell’analisi alcune variabili individuali (autoefficacia e concetto di sé in matematica), contestuali (supporto individuale percepito) e di controllo (competenze fondamentali raggiunte e variabili sociodemografiche). Le analisi hanno riportato differenze significative nelle aspettative future e in tutte le variabili esaminate (tranne per il concetto di sé in matematica) fra allieve/i con e senza BES. Risulta significativa anche la differenza dell’impatto dei fattori contestuali e individuali sulle aspettative educative future delle allieve e degli allievi, maggiormente influenzate dal supporto individuale percepito per coloro con BES, mentre, dal sentimento di autoefficacia per coloro senza BES. (DIPF/Orig.) |
| Abstract (Englisch): | This article analyses the differences between pupils with and without specific educational needs (SEN) regarding their future educational expectations by including in the analysis some individual variables (self-efficacy, self-concept in mathematics), contextual variables (perceived teacher support) and control variables (competence achievement, socio-demographic variables). The analyses reported significant differences in future expectations and in all the examined variables (except for self-concept) between pupils with and without SEN. Significant differences were, also, found concerning the influence of contextual and individual factors on pupils' future expectations. Those of pupils with BES are mostly influenced by the perceived teacher support, while self-efficacy influences the future expectations of pupils without SEN the most. (DIPF/Orig.) |
| weitere Beiträge dieser Zeitschrift | Schweizerische Zeitschrift für Bildungswissenschaften Jahr: 2022 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 28.09.2022 |
| Quellenangabe | Ambrosetti, Alice; Benini, Sara; Fenaroli, Sandra: Aspettative educative future delle allieve e degli allievi categorizzate/i con e senza bisogni educativi speciali: un’analisi comparativa includendo variabili individuali e contestuali - In: Schweizerische Zeitschrift für Bildungswissenschaften 44 (2022) 2, S. 195-208 - URN: urn:nbn:de:0111-pedocs-253985 - DOI: 10.25656/01:25398; 10.24452/sjer.44.2.3 |
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