dc.creator | Tsigilis, N. | en |
dc.creator | Tsioumis, K. | en |
dc.creator | Gregoriadis, A. | en |
dc.date.accessioned | 2015-11-23T10:51:30Z | |
dc.date.available | 2015-11-23T10:51:30Z | |
dc.date.issued | 2007 | |
dc.identifier | 10.2466/PR0.100.3.1123-1128 | |
dc.identifier.issn | 332941 | |
dc.identifier.uri | http://hdl.handle.net/11615/33913 | |
dc.description.abstract | The present study was designed to examine the predictive utility of planned behavior theory to the multicultural education domain. One hundred and forty-eight students in early childhood studies (146 women, 2 men; M age = 21.8 yr., SD= 2.6) were asked to complete a questionnaire based on planned behavior theory to measure attitudes toward teaching multicultural classes, subjective norms, perceived behavioral control, and self-identity. Hierarchical regression analysis showed that the planned behavior model components explained 52.5% of the students' intentions. Addition of self-identity increased the amount of variance accounted for by the model (57.3%). It was concluded that researchers may have increased confidence when applying the planned behavior theoretical framework to study prospective educators' attitudes, and that self-identity seems to represent a useful explanatory variable. © Psychological Reports 2007. | en |
dc.source.uri | http://www.scopus.com/inward/record.url?eid=2-s2.0-34548231760&partnerID=40&md5=8fb4df54c4f15e880dea43e83605c847 | |
dc.subject | adult | en |
dc.subject | article | en |
dc.subject | attitude | en |
dc.subject | child | en |
dc.subject | cultural anthropology | en |
dc.subject | female | en |
dc.subject | human | en |
dc.subject | male | en |
dc.subject | methodology | en |
dc.subject | psychological aspect | en |
dc.subject | psychological theory | en |
dc.subject | questionnaire | en |
dc.subject | self concept | en |
dc.subject | student | en |
dc.subject | teaching | en |
dc.subject | Cultural Diversity | en |
dc.subject | Humans | en |
dc.subject | Questionnaires | en |
dc.subject | Students | en |
dc.title | Applicability of the planned behavior theory to attitudes of students in early childhood education toward teaching culturally diverse classes: The role of self-identity | en |
dc.type | journalArticle | en |