Jairo Rodríguez-Medina, Clara González-Sanguino, Paula San Martín González, Carlota Alcover Van de Walle
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Confirmatory factor analysis tested the EAPD's three-factor structure; measurement invariance and latent mean comparisons were analysed using structural equation modelling.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>EAPD demonstrated good psychometric properties and invariance across groups. Education students reported significantly more positive attitudes than nursing students on social relations (<i>d</i> ≈0.40), normalisation (<i>d</i> ≈0.41) and intervention programmes (<i>d</i> ≈0.51). Female gender, prior contact and progressive ideology were also associated with more positive attitudes.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Findings highlight attitudinal differences by field of study and underscore the need for targeted educational interventions, particularly, in healthcare programmes.</p>\n </section>\n </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"38 5","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2025-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jar.70137","citationCount":"0","resultStr":"{\"title\":\"Attitudes Towards Intellectual Disability: A Comparison Between Nursing and Education Students\",\"authors\":\"Jairo Rodríguez-Medina, Clara González-Sanguino, Paula San Martín González, Carlota Alcover Van de Walle\",\"doi\":\"10.1111/jar.70137\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Attitudes of health and education professionals towards individuals with disabilities critically influence service quality and inclusion. Few studies have compared these attitudes during professional training.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>A cross-sectional study was conducted with 425 Spanish university students (48.6% nursing; 51.4% education; 76.5% female; <i>M</i>_age = 20.33), using the Attitudes Towards Persons With Disabilities Scale (EAPD) and a sociodemographic questionnaire. Confirmatory factor analysis tested the EAPD's three-factor structure; measurement invariance and latent mean comparisons were analysed using structural equation modelling.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>EAPD demonstrated good psychometric properties and invariance across groups. Education students reported significantly more positive attitudes than nursing students on social relations (<i>d</i> ≈0.40), normalisation (<i>d</i> ≈0.41) and intervention programmes (<i>d</i> ≈0.51). 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Attitudes Towards Intellectual Disability: A Comparison Between Nursing and Education Students
Background
Attitudes of health and education professionals towards individuals with disabilities critically influence service quality and inclusion. Few studies have compared these attitudes during professional training.
Methods
A cross-sectional study was conducted with 425 Spanish university students (48.6% nursing; 51.4% education; 76.5% female; M_age = 20.33), using the Attitudes Towards Persons With Disabilities Scale (EAPD) and a sociodemographic questionnaire. Confirmatory factor analysis tested the EAPD's three-factor structure; measurement invariance and latent mean comparisons were analysed using structural equation modelling.
Results
EAPD demonstrated good psychometric properties and invariance across groups. Education students reported significantly more positive attitudes than nursing students on social relations (d ≈0.40), normalisation (d ≈0.41) and intervention programmes (d ≈0.51). Female gender, prior contact and progressive ideology were also associated with more positive attitudes.
Conclusions
Findings highlight attitudinal differences by field of study and underscore the need for targeted educational interventions, particularly, in healthcare programmes.
期刊介绍：
JARID is an international, peer-reviewed journal which draws together findings derived from original applied research in intellectual disabilities. The journal is an important forum for the dissemination of ideas to promote valued lifestyles for people with intellectual disabilities. It reports on research from the UK and overseas by authors from all relevant professional disciplines. It is aimed at an international, multi-disciplinary readership. Topics covered include community living, quality of life, challenging behaviour, communication, sexuality, medication, ageing, supported employment, family issues, mental health, physical health, autism, economic issues, social networks, staff stress, staff training, epidemiology and service provision.
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