How Educators' Self-Construal Shapes Teacher Training: Navigating from Autism Awareness to Stigma.
L’essentiel
This study examined how self-construal, a key aspect of cultural structure, influences teacher training to improve autism awareness and reduce stigma. It explored autism awareness, self-construal, and stigma levels among potential educators, as well as the relationships between these factors. The study also investigated the mediating role of self-construal in the link between autism awareness and stigma. The study included 1031 potential educators-individuals with no teaching experience with students with ASD but likely to work with them in the future. Participants were selected through purposeful sampling. Data were collected using a demographic form, Autism Awareness Scale, Self-Construal Scale, and Stigma Scale. The study found that both autonomous and relational self-construals significantly impacted autism awareness and stigma. These cultural factors influenced how potential educators perceive and respond to ASD. The analysis highlighted the mediating role of self-construal between autism awareness and stigma. The study concluded that self-construal, as a cultural element, plays a significant role in shaping potential educators' approaches to autism awareness and stigma reduction. It is recommended that teacher training programs incorporate cultural factors like self-construal to complement efforts in enhancing autism awareness and reducing stigma, ensuring that potential educators' cultural structures do not outweigh their professional qualifications in interactions with students with ASD.
Synthèse détaillée
Résumé original
This study examined how self-construal, a key aspect of cultural structure, influences teacher training to improve autism awareness and reduce stigma. It explored autism awareness, self-construal, and stigma levels among potential educators, as well as the relationships between these factors. The study also investigated the mediating role of self-construal in the link between autism awareness and stigma. The study included 1031 potential educators-individuals with no teaching experience with students with ASD but likely to work with them in the future. Participants were selected through purposeful sampling. Data were collected using a demographic form, Autism Awareness Scale, Self-Construal Scale, and Stigma Scale. The study found that both autonomous and relational self-construals significantly impacted autism awareness and stigma. These cultural factors influenced how potential educators perceive and respond to ASD. The analysis highlighted the mediating role of self-construal between autism awareness and stigma. The study concluded that self-construal, as a cultural element, plays a significant role in shaping potential educators' approaches to autism awareness and stigma reduction. It is recommended that teacher training programs incorporate cultural factors like self-construal to complement efforts in enhancing autism awareness and reducing stigma, ensuring that potential educators' cultural structures do not outweigh their professional qualifications in interactions with students with ASD.