Profiles of Peer-Rejected Individuals: Their Attitudes toward the Intellectual Disability Population and the Mediating Role of Resilience

Abstract

Literature shows that public perceptions toward people with intellectual disability (ID) tend to be negative, perhaps more so than toward any other population with disabilities, causing severe consequences on the quality of life of these people. Understanding factors associated with these attitudes may contribute to better integration of the ID population into society. This study focuses on the predictive role of school-age peer rejection and contemporaneous familial support on attitudes toward people with ID. Specifically, it aims to identify distinct profiles of people who experienced peer rejection during their school years and who experienced various levels of familial support during the rejection period, and to examine the disparities between these profiles regarding attitudes toward people with ID. An additional goal is to examine whether resilience can mediate the association between profiles of peer-rejected individuals and their attitudes toward individuals with ID. The research sample comprised 1063 Israeli adults reporting various levels of peer rejection during school years. Cluster analysis revealed two profiles of peer-rejected individuals that significantly differ in the level of familial support provided in the face of peer rejection. In accordance with the hypotheses, attitudes of peer-rejected individuals with poor familial support were more negative than those with high familial support and the mediating effect of resilience was significant. Findings emphasize the protective role of familial support in the face of peer rejection, contributing to the emerging literature that deals with the long-term effects of peer rejection and poor resiliency resources on negative attitudes toward out-groups.

Keywords:

• Peer rejection during school years
• familial support
• attitudes toward people with intellectual disability
• resilience

Disclosure statement

No potential conflict of interest was reported by author.

Informed consent statement

Informed consent was obtained from all subjects involved in the study.

Institutional review board statement

The study was approved by the Ethics Committee of the David Yellin College of Education.

Data availability statement

The data used in the research cannot be shared with any person because approval for this was not granted by the ethical review board.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Rotem Maor

Rotem Maor, in Education, is a Lecturer at David Yellin College of Education in Israel. Her main research interests include: social psychology and attitudes toward disadvantaged groups.