{"type":"journal_article","language":[{"iso":"eng"}],"user_id":"85816","publication_status":"published","author":[{"first_name":"Franziska","full_name":"Lautenbach, Franziska","last_name":"Lautenbach"},{"first_name":"Johanna","last_name":"Korte","full_name":"Korte, Johanna"},{"last_name":"Möhwald","full_name":"Möhwald, Aiko","first_name":"Aiko"},{"full_name":"Heyder, Anke","last_name":"Heyder","first_name":"Anke"},{"full_name":"Grimminger-Seidensticker, Elke","last_name":"Grimminger-Seidensticker","id":"85816","first_name":"Elke"}],"title":"A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion","publication_identifier":{"issn":["2504-284X"]},"year":"2020","date_created":"2021-12-06T14:54:41Z","date_updated":"2023-07-20T08:08:38Z","doi":"10.3389/feduc.2020.00007","status":"public","_id":"28342","citation":{"ieee":"F. Lautenbach, J. Korte, A. Möhwald, A. Heyder, and E. Grimminger-Seidensticker, “A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion,” <i>Frontiers in Education</i>, 2020, doi: <a href=\"https://doi.org/10.3389/feduc.2020.00007\">10.3389/feduc.2020.00007</a>.","chicago":"Lautenbach, Franziska, Johanna Korte, Aiko Möhwald, Anke Heyder, and Elke Grimminger-Seidensticker. “A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion.” <i>Frontiers in Education</i>, 2020. <a href=\"https://doi.org/10.3389/feduc.2020.00007\">https://doi.org/10.3389/feduc.2020.00007</a>.","apa":"Lautenbach, F., Korte, J., Möhwald, A., Heyder, A., &#38; Grimminger-Seidensticker, E. (2020). A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion. <i>Frontiers in Education</i>. <a href=\"https://doi.org/10.3389/feduc.2020.00007\">https://doi.org/10.3389/feduc.2020.00007</a>","short":"F. Lautenbach, J. Korte, A. Möhwald, A. Heyder, E. Grimminger-Seidensticker, Frontiers in Education (2020).","ama":"Lautenbach F, Korte J, Möhwald A, Heyder A, Grimminger-Seidensticker E. A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion. <i>Frontiers in Education</i>. Published online 2020. doi:<a href=\"https://doi.org/10.3389/feduc.2020.00007\">10.3389/feduc.2020.00007</a>","bibtex":"@article{Lautenbach_Korte_Möhwald_Heyder_Grimminger-Seidensticker_2020, title={A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion}, DOI={<a href=\"https://doi.org/10.3389/feduc.2020.00007\">10.3389/feduc.2020.00007</a>}, journal={Frontiers in Education}, author={Lautenbach, Franziska and Korte, Johanna and Möhwald, Aiko and Heyder, Anke and Grimminger-Seidensticker, Elke}, year={2020} }","mla":"Lautenbach, Franziska, et al. “A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion.” <i>Frontiers in Education</i>, 2020, doi:<a href=\"https://doi.org/10.3389/feduc.2020.00007\">10.3389/feduc.2020.00007</a>."},"publication":"Frontiers in Education"}