{"volume":5,"issue":"7","title":"A 14-weeks intervention study on changing preservice teachers’ psychological perspectives related to teaching inclusively: Explicit and implicit attitude, self-efficacy, and stress perception towards inclusion","extern":"1","author":[{"id":"85816","first_name":"Elke","last_name":"Grimminger-Seidensticker","full_name":"Grimminger-Seidensticker, Elke"},{"first_name":"F.","last_name":"Lautenbach","full_name":"Lautenbach, F."},{"first_name":"A.","last_name":"Heyder","full_name":"Heyder, A."},{"first_name":"J.","last_name":"Korte","full_name":"Korte, J."},{"id":"89496","last_name":"Möhwald","first_name":"Aiko Julia","full_name":"Möhwald, Aiko Julia"}],"citation":{"short":"E. Grimminger-Seidensticker, F. Lautenbach, A. Heyder, J. Korte, A.J. Möhwald, Frontiers in Education 5 (2020).","chicago":"Grimminger-Seidensticker, Elke, F. Lautenbach, A. Heyder, J. Korte, and Aiko Julia Möhwald. “A 14-Weeks Intervention Study on Changing Preservice Teachers’ Psychological Perspectives Related to Teaching Inclusively: Explicit and Implicit Attitude, Self-Efficacy, and Stress Perception towards Inclusion.” <i>Frontiers in Education</i> 5, no. 7 (2020).","bibtex":"@article{Grimminger-Seidensticker_Lautenbach_Heyder_Korte_Möhwald_2020, title={A 14-weeks intervention study on changing preservice teachers’ psychological perspectives related to teaching inclusively: Explicit and implicit attitude, self-efficacy, and stress perception towards inclusion}, volume={5}, number={7}, journal={Frontiers in Education}, author={Grimminger-Seidensticker, Elke and Lautenbach, F. and Heyder, A. and Korte, J. and Möhwald, Aiko Julia}, year={2020} }","ama":"Grimminger-Seidensticker E, Lautenbach F, Heyder A, Korte J, Möhwald AJ. A 14-weeks intervention study on changing preservice teachers’ psychological perspectives related to teaching inclusively: Explicit and implicit attitude, self-efficacy, and stress perception towards inclusion. <i>Frontiers in Education</i>. 2020;5(7).","mla":"Grimminger-Seidensticker, Elke, et al. “A 14-Weeks Intervention Study on Changing Preservice Teachers’ Psychological Perspectives Related to Teaching Inclusively: Explicit and Implicit Attitude, Self-Efficacy, and Stress Perception towards Inclusion.” <i>Frontiers in Education</i>, vol. 5, no. 7, 2020.","ieee":"E. Grimminger-Seidensticker, F. Lautenbach, A. Heyder, J. Korte, and A. J. Möhwald, “A 14-weeks intervention study on changing preservice teachers’ psychological perspectives related to teaching inclusively: Explicit and implicit attitude, self-efficacy, and stress perception towards inclusion,” <i>Frontiers in Education</i>, vol. 5, no. 7, 2020.","apa":"Grimminger-Seidensticker, E., Lautenbach, F., Heyder, A., Korte, J., &#38; Möhwald, A. J. (2020). A 14-weeks intervention study on changing preservice teachers’ psychological perspectives related to teaching inclusively: Explicit and implicit attitude, self-efficacy, and stress perception towards inclusion. <i>Frontiers in Education</i>, <i>5</i>(7)."},"date_updated":"2024-08-13T13:30:19Z","type":"journal_article","language":[{"iso":"eng"}],"department":[{"_id":"17"},{"_id":"174"},{"_id":"320"}],"user_id":"85816","year":"2020","publication":"Frontiers in Education","intvolume":"         5","_id":"28864","date_created":"2021-12-15T08:23:33Z","status":"public"}