University of Oklahoma, Department of Educational Psychology, Norman, USA.
J Psychol. 2010 Mar-Apr;144(2):121-44. doi: 10.1080/00223980903472151.
This study addresses community members' attitudes toward inclusion, the practice of including students with disabilities in regular education classroom settings. Participants in Study 1 were 271 community adults, completing measures of prior contact with people with disabilities, social dominance orientation (SDO), economic conservatism, intergroup anxiety, prejudice, and opposition to inclusion. Results from structural equation modeling indicated that amount of intergroup anxiety predicted opposition to inclusion via the mediator, prejudice toward people with disabilities, and that amount of prior contact indirectly predicted prejudice toward people with disabilities through intergroup anxiety. SDO positively predicted both intergroup anxiety and prejudice in the model, with prejudice also mediating between SDO and opposition to inclusion. Both SDO and economic conservatism failed to exhibit direct predictive relationships with opposition to inclusion. Participants in Study 2 were 161 community adults. Contact was shown to exert an indirect effect on prejudice via intergroup anxiety, whereas intergroup anxiety impacted inclusive attitudes via prejudice. SDO exerted both direct and indirect (via prejudice) effects on opposition to inclusion.
这项研究探讨了社区成员对包容性的态度，即让残疾学生融入普通教育课堂的实践。研究 1 的参与者是 271 名社区成年人，他们完成了与残疾人接触、社会支配倾向（SDO）、经济保守主义、群体间焦虑、偏见和反对包容等方面的测量。结构方程模型的结果表明，群体间焦虑的程度通过对残疾人的偏见这一中介变量来预测对包容的反对，而先前的接触量通过群体间焦虑间接预测对残疾人的偏见。SDO 积极预测模型中的群体间焦虑和偏见，而偏见也在 SDO 和对包容的反对之间起中介作用。SDO 和经济保守主义都未能与对包容的反对表现出直接的预测关系。研究 2 的参与者是 161 名社区成年人。接触通过群体间焦虑对偏见产生间接影响，而群体间焦虑通过偏见对包容态度产生影响。SDO 对反对包容既具有直接影响，也具有间接影响（通过偏见）。
