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Results inform approaches for educational inclusion and are discussed with practice and research implications.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/examining-college-students-willingness-to-support-peers-with-down-syndrome/579797/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/examining-college-students-willingness-to-support-peers-with-down-syndrome/579797.png","ImageObject",300,407,{"name":42,"@type":43},"Asher","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What relationship does the study find between self-efficacy and peer support?","Question",{"text":63,"@type":64},"The results indicate a significant correlation between self-efficacy and peer support among participants.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is intergroup contact tested in the study?",{"text":68,"@type":64},"Participants completed pre- and post-tests and were randomly assigned to indirect or direct contact conditions to test the role of intergroup contact.",{"name":70,"@type":61,"acceptedAnswer":71},"What outcomes changed from pre-test to post-test?",{"text":72,"@type":64},"Comparisons of pre- and post-test scores show significant changes in both self-efficacy and peer support behaviors.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},579797,1792191294,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},687197207639,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Journal of Postsecondary Education and Disability, 2025, 38(3); 591-603 591  \nExamining College Students’Willingness to Support Peers with Down Syndrome  \nAesha John¹  \nSydney Sanders¹  \nAbstract  \nAn important factor linked to the retention and success of college students with intellectual disability (ID) is support from their peers without ID. In this study with 63 college students without ID, we examined whether self-efficacy and intergroup contact are linked to participants’willingness to support their peers with Down syndrome. To test the role of intergroup contact, participants completed pre-and post-tests and were randomly assigned to indirect and direct contact conditions. Results indicate a significant correlation between self-efficacy and peer support. In addition, comparisons of participants’pre-and post-test scores indicate significant changes in their self-efficacy and peer support behaviors. Knowledge of these factors can inform models and approaches to motivate, recruit, and train college students to support the educational inclusion and success of peers with ID. Results are discussed in the context of implications for practice and research, as well as methodological limitations.  \nKeywords: intergroup contact, self-efficacy, inclusive postsecondary education, media, indirect contact  \nIndividuals with Intellectual Disability in College Settings  \nAn estimated 4.6 million individuals in the United States live with intellectual disability (ID) . This condition originates before age 22 and is characterized by limitations in cognitive functioning and daily living skills (“Definition of Intellectual Disability,” n.d.) . Down syndrome is one of the most common chromosomal disorders linked to ID; it has an incidence rate of 1 per 700 live births, and approximately 400,000 individuals in the United States live with Down syndrome (Esbensen & MacLean, 2017; Roizen & Myers, 2020) . Historically, few educational opportunities were available to individuals with ID after they left the K-12 school system (Davis & Beamish, 2009; Hart et al., 2010), but as a result of the Higher Education Opportunity Act (2008), over 300 inclusive postsecondary education (IPSE) programs have been established nationwide to make college education a possibility for individuals with ID (Files, 2019; Grigal et al., 2012; Higgins, n.d.) . Although a great amount of diversity exists among IPSE programs, they are essentially university programs that admit and support students with ID. Students with ID have the opportunity to participate in inclusive curricular  \n(e.g., classes) and co-curricular (e.g., student organizations) activities and experience college life alongside their peers without ID. Students who graduate from IPSE programs are more likely to be employed, earn higher wages, and have better social outcomes than individuals with ID who do not earn a college degree (Folk et al., 2012; Grigal & Hart, 2010; Kelley & Buchanan, 2017; Plotner & May, 2019; Rillotta et al., 2020) .  \nPeer Support for College Students with ID  \nColleges and universities have developed a variety of peer mentor models to support students with ID in various aspects of college life, including academics, social life, and residential life. The literature explores mentors at one university who met with their peers with ID for at least two hours a week for one semester, whereas peer mentors in a school-to-work transition program at a midwestern university met informally for at least 30 minutes weekly and at a monthly social event (Griffin et al., 2016; Athamanah et al., 2020) . Mentors were undergraduate and graduate students in some institutions and paid employees or interns at others. Students serving as peer mentors volunteered or received course credit, and their responsibilities often included supporting students with ID with aca-  \n1 Texas Christian University  \n592 John & Sanders; College Students' Willingness  \ndemics, social and residential life, as well as campus i","cbCaihW8QAOzxKAM","https://ap.wps.com/l/cbCaihW8QAOzxKAM","pdf",175905,13,"English","# Abstract\n# Individuals with Intellectual Disability in College Settings\n# Peer Support for College Students with ID\n# Characteristics and Motivations of Peer Mentors","[{\"question\":\"What relationship does the study find between self-efficacy and peer support?\",\"answer\":\"The results indicate a significant correlation between self-efficacy and peer support among participants.\"},{\"question\":\"How is intergroup contact tested in the study?\",\"answer\":\"Participants completed pre- and post-tests and were randomly assigned to indirect or direct contact conditions to test the role of intergroup contact.\"},{\"question\":\"What outcomes changed from pre-test to post-test?\",\"answer\":\"Comparisons of pre- and post-test scores show significant changes in both self-efficacy and peer support behaviors.\"}]","Examining College Students’ Willingness to Support Peers with Down Syndrome | PDF",1792036355,33]