[article]
| Titre : |
Modeling teachers’ reflections on school transition practices for students with autism and/or intellectual disabilities: Evidence from bifactor SEM and associations with mathematics teaching efficacy |
| Type de document : |
texte imprimé |
| Auteurs : |
Hussain A. ALMALKY, Auteur ; Garyfalia CHARITAKI, Auteur ; Anastasia ALEVRIADOU, Auteur |
| Article en page(s) : |
202960 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism spectrum disorder Teacher reflection School transition Mathematics teaching efficacy Saudi Arabia |
| Index. décimale : |
PER Périodiques |
| Résumé : |
This study models teachers’ reflections on school transition practices for students with autism spectrum disorder (ASD) and/or Intellectual Disabilities as a hierarchical cognitive-metacognitive ability and evaluates its latent structure using structural equation modeling (SEM) and bifactor item response theory (IRT). Drawing on hierarchical models of intelligence, we examined whether reflective professional reasoning comprises a general factor alongside domain-specific components. A sample of 237 special education teachers working with students with ASD and/or Intellectual Disabilities completed measures of reflective transition practices and mathematics teaching efficacy. Results from SEM supported a correlated multidimensional structure, while bifactor modeling indicated the presence of a statistically identifiable general reflective reasoning dimension coexisting with substantial domain-specific variance. The general factor demonstrated high reliability, although explained common variance suggested meaningful differentiation across domains. Reflective reasoning was strongly associated with mathematics teaching efficacy (r = .63), and structural modeling indicated that teachers’ reflections on school transition practices positively predicted mathematics teaching efficacy beliefs (β =.30). These findings position reflections on transition practices for students with ASD and/or Intellectual Disabilities as a hierarchical cognitive construct linked to performance-related beliefs in a reasoning-intensive domain. Implications for modeling professional cognition and teacher development in autism-related educational contexts are discussed. |
| En ligne : |
https://doi.org/10.1016/j.reia.2026.202960 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 |
in Research in Autism > 136 (August 2026) . - 202960
[article] Modeling teachers’ reflections on school transition practices for students with autism and/or intellectual disabilities: Evidence from bifactor SEM and associations with mathematics teaching efficacy [texte imprimé] / Hussain A. ALMALKY, Auteur ; Garyfalia CHARITAKI, Auteur ; Anastasia ALEVRIADOU, Auteur . - 202960. Langues : Anglais ( eng) in Research in Autism > 136 (August 2026) . - 202960
| Mots-clés : |
Autism spectrum disorder Teacher reflection School transition Mathematics teaching efficacy Saudi Arabia |
| Index. décimale : |
PER Périodiques |
| Résumé : |
This study models teachers’ reflections on school transition practices for students with autism spectrum disorder (ASD) and/or Intellectual Disabilities as a hierarchical cognitive-metacognitive ability and evaluates its latent structure using structural equation modeling (SEM) and bifactor item response theory (IRT). Drawing on hierarchical models of intelligence, we examined whether reflective professional reasoning comprises a general factor alongside domain-specific components. A sample of 237 special education teachers working with students with ASD and/or Intellectual Disabilities completed measures of reflective transition practices and mathematics teaching efficacy. Results from SEM supported a correlated multidimensional structure, while bifactor modeling indicated the presence of a statistically identifiable general reflective reasoning dimension coexisting with substantial domain-specific variance. The general factor demonstrated high reliability, although explained common variance suggested meaningful differentiation across domains. Reflective reasoning was strongly associated with mathematics teaching efficacy (r = .63), and structural modeling indicated that teachers’ reflections on school transition practices positively predicted mathematics teaching efficacy beliefs (β =.30). These findings position reflections on transition practices for students with ASD and/or Intellectual Disabilities as a hierarchical cognitive construct linked to performance-related beliefs in a reasoning-intensive domain. Implications for modeling professional cognition and teacher development in autism-related educational contexts are discussed. |
| En ligne : |
https://doi.org/10.1016/j.reia.2026.202960 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 |
|  |
Modeling teachers’ reflections on school transition practices for students with autism and/or intellectual disabilities: Evidence from bifactor SEM and associations with mathematics teaching efficacy in Research in Autism, 136 (August 2026)
