Effects of cognitive modeling,affect, and contact on attitudes,thoughts, and feelings toward college students with physical disabilities

One goal of the present study was to evaluate cognitive and affective factors which facilitate problem-free interaction between nondisabled and physically disabled college students by (1) exploring variables related to ease with people who have disabilities, and (2) evaluating the consequences of previous contact with disabled persons. A second goal was to explore the effects of four cognitive modeling interventions on thoughts, attitudes, affect, and self-efficacy expectations in relation to interaction with disabled peers. Results for 126 nondisabled college students indicate that lack of ease with persons who have disabilities is an important contributor to interaction difficulties; individuals who felt ill at ease with disabled college students (1) were more likely to anticipate being uncomfortable when interacting with a peer who has a disability, (2) had lower self-efficacy expectations about interacting in various social situations, (3) had more negative attitudes toward disabled persons, (4) expected to have more difficulty working with a disabled peer, and (5) had more negative thoughts about interacting with a disabled classmate. Previous contact with people who have disabilities was related to the frequency of positive thoughts about interaction but had minimal effects on attitudes or affect. Cognitive modeling was found to be ineffective in changing any aspect of these affective, attitudinal, and cognitive factors. The implications of the results for cognitive assessment and for resolving interaction problems between nondisabled and disabled individuals are discussed.