Social dominance orientation hinders pre-service teachers' inclusive teaching intentions: the chain-mediating effect of intergroup anxiety and inclusive attitudes.
Objectives: Pre-service teachers' preferences for hierarchy and inequality (reflected in their social dominance orientation) may negatively impact their inclusive teaching intentions. However, how this preference influences their intentions to teach in inclusive classrooms is unknown. This study aim...
| Published in: | International Journal of Developmental Disabilities Vol. 72; no. 3; pp. 547 - 560 |
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| Main Authors: | , , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Taylor & Francis Ltd
May2026
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=193227011&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 193227011 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: May2026 vid: 72 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 193227011 177269852 193227011 193227011 10.1080/20473869.2024.2353453 193227011 ppf: 547 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Social dominance orientation hinders pre-service teachers' inclusive teaching intentions: the chain-mediating effect of intergroup anxiety and inclusive attitudes. aug: au: Lu, Minghui Peng, Tianyu Pang, Feifan Liu, Lijia Tan, Yingyan affil: School of Education, Guangzhou University, Guangzhou, People's Republic of China sug: subj: Teachers Psychosocial Factors Social Dominance Evaluation Faculty Attitudes Evaluation Teaching Methods Mainstreaming (Education) Interpersonal Relations Anxiety Funding Source Human Male Female Adolescence Adult Descriptive Statistics Confidence Intervals Students with Disabilities Attitude to Disability Cross Sectional Studies Questionnaires Convenience Sample Scales Summated Rating Scaling Pearson's Correlation Coefficient Coefficient alpha Data Analysis Software Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Objectives: Pre-service teachers' preferences for hierarchy and inequality (reflected in their social dominance orientation) may negatively impact their inclusive teaching intentions. However, how this preference influences their intentions to teach in inclusive classrooms is unknown. This study aimed to test the chain-mediating effect of intergroup anxiety and attitudes toward inclusion between social dominance orientation (SDO) and intentions to teach in inclusive classrooms among Chinese pre-service teachers. Methods: In total, 582 pre-service teachers were recruited and administered scales that measured SDO, intergroup anxiety related to students with disabilities, attitudes toward inclusion, and inclusive teaching intentions. Results: (1) Pre-service teachers' SDO, intergroup anxiety, and attitudes toward inclusion were significantly correlated with inclusive teaching intentions. (2) Intergroup anxiety and attitudes toward inclusion played a chain-mediating role between SDO and inclusive teaching intentions. Conclusions: Pre-service teachers' SDO influenced inclusive teaching intentions both directly and indirectly through the mediating role of intergroup anxiety and attitudes toward inclusion. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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