The perceived costs and benefits of mentoring college students with intellectual disability on stereotype consistent and inconsistent tasks.
Background: According to the stereotype content model, individuals with intellectual disability are perceived as having greater warmth‐related traits (e.g. sociable and humorous) and fewer competence‐related traits (e.g. independence and intelligence). Methods: We examined college students' perceive...
| Publicado en: | Journal of Intellectual Disability Research Vol. 66; no. 8; pp. 704 - 717 |
|---|---|
| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2022
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=158634357&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 158634357 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09642633 EUL jtl: Journal of Intellectual Disability Research issn: 09642633 maglogo: Y pubinfo: dt: Aug2022 vid: 66 iid: 8 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 158634357 157703550 158634357 158634357 10.1111/jir.12960 158634357 ppf: 704 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: The perceived costs and benefits of mentoring college students with intellectual disability on stereotype consistent and inconsistent tasks. aug: au: McManus, J. L. Reed, C. Saucier, D. A. affil: Department of Psychology and Counseling, Hood College, Frederick MD,, USA sug: subj: Students, College Psychosocial Factors Intellectual Disability Stereotyping Mentorship Task Performance and Analysis Peer Group Human Male Female Young Adult Kansas Colleges and Universities Academic Performance Social Behavior Power Analysis Effect Size Descriptive Statistics Analysis of Variance Male Female ab: Background: According to the stereotype content model, individuals with intellectual disability are perceived as having greater warmth‐related traits (e.g. sociable and humorous) and fewer competence‐related traits (e.g. independence and intelligence). Methods: We examined college students' perceived costs and benefits of mentoring peers with intellectual disability on stereotype‐consistent (i.e. socially oriented) or inconsistent (i.e. academically oriented) tasks. Participants read about peer mentoring programmes that helped college students with or without intellectual disability on socially or academically oriented tasks before reporting their perceived costs and benefits of peer mentoring. Results: Mentoring students with intellectual disability was associated with greater benefits (i.e. connectedness between mentors and students, student utility and mentor benefits) on academically oriented tasks but greater costs for mentors on socially oriented tasks. Additionally, participants reported that they would experience greater positive feelings if they were to mentor a student with an intellectual disability. However, the perceived benefits to the student and some costs (i.e. discomfort, paternalism and costs to student) were not influenced by whether the student had an intellectual disability and the type of mentoring task. Discussion: Results indicate individuals find greater rewards working with individuals with intellectual disability on stereotype‐inconsistent tasks and offer suggestions for postsecondary education peer mentoring programmes. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|