000170333 001__ 170333
000170333 005__ 20260410165451.0
000170333 0247_ $$2doi$$a10.1111/1460-6984.70223
000170333 0248_ $$2sideral$$a148786
000170333 037__ $$aART-2026-148786
000170333 041__ $$aeng
000170333 100__ $$0(orcid)0000-0003-1575-7738$$aModrego-Alarcón, Marta$$uUniversidad de Zaragoza
000170333 245__ $$aAnalyzing the Attitudes of Teachers in Spain Toward Stuttering
000170333 260__ $$c2026
000170333 5060_ $$aAccess copy available to the general public$$fUnrestricted
000170333 5203_ $$aIntroduction:
Teachers play a crucial role in fostering supportive environments for all students. However, research indicates that their knowledge and attitudes toward stuttering are often similar to those of the general population. The primary aim of this study is to examine the attitudes of teachers at different educational levels in Spain toward stuttering and to explore how these attitudes relate to specific sociodemographic variables.
Method:
A cross‐sectional, self‐report design was employed with a sample of 250 teachers from various educational levels and teaching roles across Spain. Participants completed the Public Opinion Survey on Human Attributes‐Stuttering (POSHA–S).
Results:
Overall, the attitudes of teachers in Spain toward stuttering were generally positive and exceeded those observed in other comparison groups, except for the Knowledge Source component. Positive attitudes toward stuttering were strongly associated with factors reflecting experience and knowledge, such as training in stuttering, teaching students who stutter, current teaching role, and self‐identification as a person who stutters.
Conclusion:
Our findings highlight the importance of providing teachers with targeted training and direct experience with students who stutter to foster supportive attitudes.
000170333 536__ $$9info:eu-repo/grantAgreement/ES/DGA/B17-23R
000170333 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000170333 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000170333 700__ $$0(orcid)0000-0001-5566-9746$$aPérez-Yus, María Cruz$$uUniversidad de Zaragoza
000170333 700__ $$0(orcid)0000-0003-4842-0453$$aNavarro-Gil, Mayte$$uUniversidad de Zaragoza
000170333 700__ $$aMorillo-Sarto, Héctor$$uUniversidad de Zaragoza
000170333 700__ $$0(orcid)0000-0003-2088-2007$$aMonreal-Bartolomé, Alicia$$uUniversidad de Zaragoza
000170333 700__ $$aSt. Louis, Kenneth O.
000170333 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000170333 773__ $$g61, 3 (2026), e70223 [14 pp.]$$pInt. j. lang. commun. disord.$$tINTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS$$x1368-2822
000170333 8564_ $$s1375069$$uhttps://zaguan.unizar.es/record/170333/files/texto_completo.pdf$$yVersión publicada
000170333 8564_ $$s2054897$$uhttps://zaguan.unizar.es/record/170333/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000170333 909CO $$ooai:zaguan.unizar.es:170333$$particulos$$pdriver
000170333 951__ $$a2026-04-10-13:46:46
000170333 980__ $$aARTICLE