Aspettative educative future delle allieve e degli allievi categorizzate/i con e senza bisogni educativi speciali: un'analisi comparativa includendo variabili individuali e contestuali.

Autor/inn/en	Ambrosetti, Alice; Benini, Sara; Fenaroli, Sandra
Titel	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.
Quelle	In: Schweizerische Zeitschrift für Bildungswissenschaften, 44 (2022) 2, S. 195-208Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	italienisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2624-8492
DOI	10.25656/01:25398 10.24452/sjer.44.2.3
URN	urn:nbn:de:0111-pedocs-253985
Schlagwörter	Bildungserwartung; Fragebogenerhebung; Soziodemografie; Selbstkonzept; Selbstwirksamkeit; Wahrnehmung; Test; Lehrer; Mathematikunterricht; Schüler; Schweiz; Test; Wahrnehmung; Zukunft; Behinderung; Variable; Unterstützung; Selbstwirksamkeit; Lehrer; Schüler; Inklusion; Vergleichende Analyse; Mathematikunterricht; Mathematische Kompetenz; Variable; Migrationshintergrund; Migrationshintergrund; Behinderung; Sonderpädagogischer Förderbedarf; Einflussfaktor; Unterstützung; Zukunft; Schweiz
Abstract	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.). 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.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1