Students enrolling in an introductory course in special education have a more positive attitude toward those with intellectual disabilities was confirmed in three of four subscales on the MRAI-R (Antonak & Harth, 1994).
Krajewski, Hyde, and O'Keeffe (2002) using the MRAI-R found a significant difference for this sub-scale by gender in 1987 however this difference was not existent in 1998.
As can be seen in Table 2, horizontal individualism and horizontal collectivism significantly contributed to the explanation of the variance in the MRAI-R after the influences of knowledge, participants' major, and two contact variables were controlled.
The alpha reliability of the MRAI-R in Study 2 was .
Correlation analyses were conducted to identify relationships among demographic variables, contact variables, knowledge, cultural orientation variables, and the MRAI-R in the participants.
Table 3 also shows that knowledge of PWDD, vertical individualism, and horizontal collectivism were related to the MRAI-R.