Fig. 1:
Fig. 2:
Scales, examples of items, scale parameters, manifest (below the diagonal) and latent (above the diagonal) bivariate standardized correlations of the scales (standard errors in parentheses)
| Scalea | Items | Origin | Examples of itemsc | M | SD | α | ρC | Correlation Matrix | |||
|---|---|---|---|---|---|---|---|---|---|---|---|
| (1) | (2) | (3) | (4) | ||||||||
| (1) Self-efficacy beliefs towards inclusive geography teaching (SEB-IGT) | 9 | Kopp, 2009b | I am sure that I can provide an appropriate learning opportunity for every child in geography lessons, even with the greatest differences in performance. | 3.28 | 0.93 | 0.91 | 0.90 | - | 0.35*** (0.05) | 0.14 (0.05) | 0.25*** (0.05) |
| (2) Beliefs about inclusive geography teaching (B-IGT) | 5 | Kopp, 2009b | In principle, geography lessons can be designed in such a way that they are suitable for all children. | 4.27 | 0.91 | 0.81 | 0.79 | 0.30*** (0.05) | - | 0.02 (0.04) | 0.79*** (0.06) |
| (3) Self-efficacy beliefs in teaching (SEB-T) | 8 | Schulte, 2008 | Regardless of the topic, I know how to involve students in the lesson. | 3.73 | 0.87 | 0.90 | 0.91 | 0.13* (0.05) | 0.02 (0.05) | - | −0.01 (0.05) |
| (4) Attitudes towards inclusive education (A-IE) | 14 | Lüke, Grosche, 2017 | I suspect that an inclusive school system could improve teaching for all children. | 4.16 | 0.91 | 0.92 | 0.93 | 0.23*** (0.05) | 0.69*** (0.06) | −0.01 (0.05) | - |