Individualized student support in primary school teaching: A review of influencing factors using the Theory of Planned Behavior (TPB)

By Hannelore Knauder, Corinna Koschmieder. Teaching and Teacher Education : An International Journal of Research and Studies, 2019

104 citations recorded by the source corpus.

Abstract According to the Theory of Planned Behavior (TPB; Ajzen, 1991), each behavior results from a behavioral intention, which in turn depends on attitudes, subjective norms and perceived behavioral control. In this study, the TPB was investigated with respect to individualized student support and teachers' intrinsic and extrinsic support intentions involving 488 primary school teachers. Employing individualized support interventions was predicted directly by self-efficacy beliefs and the intrinsic support intention as well as indirectly by teachers’ attitudes. More practically experienced teachers implement support measures more often, while multi-groupcomparisons regarding advanced training showed no differences in the tested model for the TPB.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a81952a59671ebc2293e12d7b08ad6830472ed1c

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In Clinical Psychology

1. M. Löper
2. F. Hellmich
3. Gamze Görel

In Developmental and Educational Psychology

1. M. Löper
2. F. Hellmich
3. Gamze Görel

In Social Psychology

1. M. Löper
2. F. Hellmich
3. Gamze Görel

Citations in the corpus

• The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour’ (2019, result): “This is also supported by the findings of Knauder and Koschmieder (2019).”