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.
The MRAI-R scores were regressed on participants' major, two contact variables, knowledge, and the HI and HC subscales.
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 .90.
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. Participants who perceived themselves as having more knowledge of PWDD or who had high scores on the HC scale were more positive towards PWDD than those who had less knowledge and low scores on the HC scale.