{"_id":"28864","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,"type":"journal_article","user_id":"85816","year":"2020","citation":{"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.” Frontiers in Education 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} }","short":"E. Grimminger-Seidensticker, F. Lautenbach, A. Heyder, J. Korte, A.J. Möhwald, Frontiers in Education 5 (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,” Frontiers in Education, vol. 5, no. 7, 2020.","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.” Frontiers in Education, vol. 5, no. 7, 2020.","apa":"Grimminger-Seidensticker, E., Lautenbach, F., Heyder, A., Korte, J., & 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. Frontiers in Education, 5(7).","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. Frontiers in Education. 2020;5(7)."},"publication":"Frontiers in Education","intvolume":" 5","status":"public","date_updated":"2024-08-13T13:30:19Z","extern":"1","author":[{"last_name":"Grimminger-Seidensticker","first_name":"Elke","full_name":"Grimminger-Seidensticker, Elke","id":"85816"},{"last_name":"Lautenbach","first_name":"F.","full_name":"Lautenbach, F."},{"full_name":"Heyder, A.","last_name":"Heyder","first_name":"A."},{"full_name":"Korte, J.","last_name":"Korte","first_name":"J."},{"first_name":"Aiko Julia","last_name":"Möhwald","id":"89496","full_name":"Möhwald, Aiko Julia"}],"department":[{"_id":"17"},{"_id":"174"},{"_id":"320"}],"language":[{"iso":"eng"}],"issue":"7","date_created":"2021-12-15T08:23:33Z"}