@article{CivitillodeMoorVervloed2016,
  author    = {Civitillo, Sauro and de Moor, Jan M. H. and Vervloed, Mathijs P. J.},
  title     = {Netherlands: An exploratory study},
  series = {Support for Learning : British Journal of Learning Support},
  volume    = {31},
  journal   = {Support for Learning : British Journal of Learning Support},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0268-2141},
  doi       = {10.1111/1467-9604.12119},
  pages     = {104 -- 121},
  year      = {2016},
  abstract  = {Teachers' beliefs are crucial to the success of inclusion programmes and reform efforts for children with special educational needs (SEN). Based on this evidence, one hundred and thirty-nine primary pre-service teachers from one training institution in the Netherlands completed an adapted version of a measure of beliefs towards inclusive education. In contrast to previous studies on pre-service teachers, results of this study showed participants held neutral or negative beliefs towards this matter. In addition, limited time for pupils received the highest rating as a barrier to inclusion, whereas direct teaching experience was the most preferred method of inclusion. The implications of this study for practice and indications for future research are discussed.},
  language  = {en}
}
@article{BoernertRinglebWestphalZarubaetal.2020,
  author    = {B{\"o}rnert-Ringleb, Moritz and Westphal, Andrea and Zaruba, Nicole and Gutmann, Franziska and Vock, Miriam},
  title     = {The relationship between attitudes toward inclusion, beliefs about teaching and learning, and subsequent automatic evaluations amongst student teachers},
  series = {Frontiers in education},
  volume    = {5},
  journal   = {Frontiers in education},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2020.584464},
  pages     = {11},
  year      = {2020},
  abstract  = {Teachers' attitudes toward inclusion are frequently cited as being an important predictor of how successfully a given inclusive school system is implemented. At the same time, beliefs about the nature of teaching and learning are discussed as a possible predictor of attitudes toward inclusion. However, more recent research emphasizes the need of considering implicit processes, such as automatic evaluations, when describing attitudes and beliefs. Previous evidence on the association of attitudes toward inclusion and beliefs about teaching and learning is solely based on explicit reports. Therefore, this study aims to examine the relationship between attitudes toward inclusion, beliefs about teaching and learning, and the subsequent automatic evaluations of pre-service teachers (N = 197). The results revealed differences between pre-service teachers' explicit attitudes/beliefs and their subsequent automatic evaluations. Differences in the relationship between attitudes toward inclusion and beliefs about teaching and learning occur when teachers focus either on explicit measures or automatic evaluations. These differences might be due to different facets of the same attitude object being represented. Relying solely on either explicit measures or automatic evaluations at the exclusion of the other might lead to erroneous assumptions about the relation of attitudes toward inclusion and beliefs about teaching and learning.},
  language  = {en}
}
@techreport{CaliendoCobbClarkSilvaGoncalvesetal.2023,
  type      = {Working Paper},
  author    = {Caliendo, Marco and Cobb-Clark, Deborah A. and Silva-Goncalves, Juliana and Uhlendorff, Arne},
  title     = {Locus of control and the preference for agency},
  series = {IZA discussion paper},
  volume    = {No. 16061},
  journal   = {IZA discussion paper},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {2365-9793},
  doi       = {10.2139/ssrn.4416820},
  pages     = {49},
  year      = {2023},
  abstract  = {We conduct a laboratory experiment to study how locus of control operates through people's preferences and beliefs to influence their decisions. Using the principal-agent setting of the delegation game, we test four key channels that conceptually link locus of control to decision-making: (i) preference for agency; (ii) optimism and (iii) confidence regarding the return to effort; and (iv) illusion of control. Knowing the return and cost of stated effort, principals either retain or delegate the right to make an investment decision that generates payoffs for themselves and their agents. Extending the game to the context in which the return to stated effort is unknown allows us to explicitly study the relationship between locus of control and beliefs about the return to effort. We find that internal locus of control is linked to the preference for agency, an effect that is driven by women. We find no evidence that locus of control influences optimism and confidence about the return to stated effort, or that it operates through an illusion of control.},
  language  = {en}
}