University Students' Self-Efficacy Expectations and Attitudes Toward Interactions With Peers With Disabilities

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  • KIYOHIKO KARAUCHI
    GRADUATE SCHOOL OF COMPREHENSIVE HUMAN SCIENCES, INSTITUTE OF DISABILITY SCIENCES, UNIVERSITY OF TSUKUBA

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  • 障害学生との交流に関する健常大学生の自己効力感及び障害者観に及ぼす障害条件, 対人場面及び個人的要因の影響
  • ショウガイ ガクセイ ト ノ コウリュウ ニ カンスル ケンジョウ ダイガクセイ ノ ジコ コウリョクカン オヨビ ショウガイシャカン ニ オヨボス ショウガイ ジョウケン タイジン バメン オヨビ コジンテキ ヨウイン ノ エイキョウ
  • Influence of Disabling Condition, Interpersonal Situation, and Personal Characteristics

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Abstract

The present study explored the influence of disabling condition, interpersonal situation, and personal characteristics on self-efficacy expectations and attitudes regarding interactions with students with disabilities. University students without disabilities (N=658) completed 4 parallel versions of 4 subscales of selfefficacy expectations and attitudes. Each version specified a different disabling condition, blindness, deafness, use of a wheelchair, or health impairment, in the preamble to 4 subscales: friendship, self-assertiveness, integrated education, and embarrassing interaction. Factor analyses yielded 3 factors common to the 4 disabling conditions. The factors were named “Embarrassing Relationship,” “Self-Assertiveness,” and “Integrated Education.” Analyses of the relationships of 3 personal characteristics (interest in persons with disabilities, gender, and volunteer experience) to the scores obtained from the 3 factors suggested that all 3 of those personal characteristics were related to the “Embarrassing Relationship” factor scores, and that gender was related to the “Self-Assertiveness” factor score. However, no personal characteristic was found to be related to the “Integrated Education” factor score. Further analysis using ANOVA revealed that personal characteristics significantly influenced the subscales of friendship and self-assertiveness, whereas no significant main effect emerged for the integrated education subscale.

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