Graduation date: 1979A major problem of this study was to assess a model for predicting\ud attitudes and behavior of vocational teacher trainees toward handicapped\ud learners. A second problem was to determine whether or not both attitudes\ud and behavior of vocational teacher trainees toward handicapped\ud learners could be changed.\ud The sample for this study consisted of 63 university students preparing\ud for certification to teach in four vocational education service\ud areas. The subjects were randomly assigned to groups according to the\ud Solomon Four Group design.\ud The independent variables included in the study were classified\ud as: (1) structural factors (sex, father's occupation, mother's occupation,\ud father's education, mother's education, area of residence,\ud vocational education service area, and previous association); (2) significant\ud other influence; (3) self-reflexive activity; and (4) other\ud related attitudes. When behavior toward handicapped learners was considered\ud the dependent variable, behavior was not considered in the\ud analysis. Path analysis, using multiple linear regression, was used to test\ud the hypothesized causal model for predicting attitudes and behavior.\ud Analysis of variance and chi-square were used to determine the effectiveness\ud of an intervention process. The process consisted of a panel\ud presentation by three handicapped persons in changing either attitudes\ud or behavior of vocational teacher trainees toward handicapped individuals.\ud The hypothesized causal model for predicting attitudes and\ud behavior of vocational teacher trainees toward handicapped individuals\ud was partially supported.\ud In this study the measured attitude did not predict the measured\ud behavior. The literature on attitude serving as a predictor of behavior\ud is equivocal. Significant other influence was predicted to have the\ud most influence upon attitude. Significant other influence was defined\ud as individuals who exercise major influence over the attitudes and\ud behavior of others. The results of this study indicated that significant\ud other influence was not only a predictor of attitude but also of\ud behavior.\ud Self-reflexive activity was defined as behavior in which individuals\ud confront themselves in responding to some object and make an\ud inference about themselves based upon that confrontation. A significant\ud relationship did not exist between this variable and any other\ud variable except the structural factor, father's occupation. The failure\ud of this variable to predict the dependent variables as theorized\ud may have been due, in part, to measurement error.\ud Other related attitudes was defined as a group of similar attitudes\ud which may serve as a filter category to ego concerning ego's attitude toward a specific object. The results indicated that other\ud related attitudes may predict attitudes toward handicapped individuals.\ud The results indicated that only certain structural factors were\ud predictors of either attitudes or behavior of vocational teacher\ud trainees toward handicapped individuals. Those factors were mother's\ud occupation, mother's education and sex of the subject. These findings\ud were not considered to be of great importance since teacher educators\ud are unable to alter these factors to bring about either the desired\ud attitudes or behavior on the part of future vocational teachers.\ud The particular intervention process used in this study was ineffective\ud in changing either attitude or behavior. Since significant\ud others were shown to be influential upon behavior, however, it is\ud recommended that further research utilizing significant other influence\ud be attempted
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