Motives to Respond Without Prejudice: Predictors of Greater Expressed Inclusiveness Toward Students with Disabilities by Pre-Service Teachers?

This study examined individual differences in motivations to respond without prejudice to students with disabilities. Internally motivated individuals respond without prejudice out of a desire to act in a manner that is consistent with deeply held non-prejudiced standards; whereas, externally motivated individuals are driven to respond without prejudice out of a desire to conform to perceived social normative pressures. Eighty-eight pre-service teachers completed scales measuring motivation to respond without prejudice and anti-inclusive attitudes. Internal motivation was a significant negative predictor, whereas external motivation was a significant positive predictor, of anti-inclusive attitudes. A trend in the data was consistent with Butz and Plant's (2009) assumption of an interaction between the two motivational factors and prejudice.