Children's contact with people with disabilities and their attitudes towards disability: a cross-sectional study
Children's contact with people with disabilities and their attitudes towards disability: a cross-sectional study
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DOI：
10.3109/09638288.2015.1074727
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发表时间：
2016-04-23
影响因子：
2.2
通讯作者：
Tarrant, Mark
中科院分区：
文献类型：
--
作者：
Armstrong, Megan;Morris, Christopher;Tarrant, Mark
目的：探讨儿童与残障人士的自我报告接触与对残障人士的态度之间的关系，以及与残障人士交往的焦虑和对残障人士的同理心的潜在中介影响。方法：来自英格兰西南部20所学校的1881名7-16岁的儿童完成了一项调查，评估他们与残疾人的接触及其对残疾人的态度。对与残疾人互动的焦虑和对他们的同理心被视为潜在的中介因素。性别、学年、残疾人和非残疾人之间的感知相似性、在学校有额外需要的儿童的比例和社会经济地位(SES)被评估为调节因素。随机效应(多水平)回归模型用于检验接触-态度关联和调节，路径分析用于检验中介作用。结果：自我报告接触次数越多的参与者对残疾的态度越积极(p<；0.001)。预期较少的焦虑和较大的同理心共同促成了约三分之一的这种联系。只有学年缓和了接触-态度联系(情感态度)，小学生的联系-态度联系比中学生更强。结论：观察到自我报告的接触与对残疾的更积极的态度有关，这在一定程度上是通过移情和焦虑来调节的。提供与残疾人接触的机会，减少焦虑，增加同理心，可能会改善对残疾的态度，并在干预中进行价值评估。康复的意义报告与残疾人接触程度较高的儿童对残疾的态度更积极。对与残疾人互动的焦虑和对他们的同理心，在一定程度上调节了接触态度的联系。提供与残疾人接触的机会，减少焦虑，增加同理心，可能会改善儿童对残疾的态度。
Purpose: To explore the association between children's self-reported contact with people with disabilities and attitudes towards them, as well the potential mediating influence of anxiety about interacting with people with disabilities and empathy for them. Method: 1881 children, aged 7-16 years, from 20 schools in South West England completed a survey assessing their contact with people with disabilities and their attitudes towards them. Anxiety about interacting with people with disabilities and empathy towards them were examined as potential mediators. Gender, school year, perceived similarity between people with and without disabilities, proportion of children with additional needs at the school and socioeconomic status (SES) were assessed as moderators. A random effects ("multilevel") regression model was used to test the contact-attitude association and moderation, and path analysis was used to test for mediation. Results: Participants with more self-reported contact reported more positive attitudes towards disability (p < 0.001). Less anticipated anxiety and greater empathy together mediated around a third of this association. Only school year moderated the contact-attitude association (affective attitudes), with stronger contact-attitude associations in primary school children than secondary school children. Conclusions: Self-reported contact was observed to be associated with more positive attitudes towards disability, which was partially mediated by empathy and anxiety. Providing opportunities for contact with people with disabilities that reduces anxiety and increases empathy may improve attitudes to disability and merits evaluation in interventions.Implications for RehabilitationChildren who reported greater levels of contact with people with disabilities had more positive attitudes towards disability.Anxiety about interacting with people with disabilities and empathy towards them partially mediated the contact-attitude associations.Providing opportunities for contact with people with disabilities, reducing anxiety and increasing empathy may improve children's attitudes to disability.