Asking about Inclusion: Question Order and Social Desirability Influence Measures of Attitudes towards Inclusive Education

Autor/in	Tempel, Tobias
Titel	Asking about Inclusion: Question Order and Social Desirability Influence Measures of Attitudes towards Inclusive Education
Quelle	In: European Journal of Special Needs Education, 38 (2023) 6, S.909-915 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2023.2162666
Schlagwörter	Inclusion; Attitudes toward Disabilities; Students with Disabilities; Regular and Special Education Relationship; Foreign Countries; Public Opinion; Germany + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Öffentliche Meinung; Deutschland
Abstract	Attitudes towards inclusive education typically are measured by questionnaires. Self-reported attitudes are prone to various biases, however, that often are neglected in the interpretation of survey outcomes. The present study investigated two biasing influences experimentally: social desirability and question order. A contrast effect occurred. Global support for inclusive education was higher after participants had rated an item specifically asking about inclusion of a child with physical and intellectual disability, but only when the design of the questionnaire suggested that the institution allegedly conducting the survey was critical towards inclusive education. Expressed support for inclusion was generally higher when the institution allegedly conducting the survey appeared to support inclusive education and this support did not depend on question order. These findings show how fragile attitude measures can be. Several biases threaten their validity and must be taken into account in the design as well as interpretation of surveys. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01