Peer mentors play a crucial role in campus-based living and support programs that assist autistic students in their transition to college. However, limited research has examined the characteristics of potential peer mentors and incentives that may be necessary to staff such programs. The present study evaluated the relationship between the characteristics of college students and their intention to participate in an autism spectrum disorder-specific living and support program. Undergraduate students ( N = 210; 83% females, Mage = 18.9 years, SD = 1.2) completed questionnaires assessing personality characteristics, acceptance of individuals with disabilities, and intrinsic and extrinsic motives for potential participation. Results suggest that participants would be highly motivated to participate if course credit toward their major or monetary incentives were offered. In addition, a history of contact with autistic individuals and agreeableness emerged as the most robust predictors of students’ intention to participate. Findings from this study may improve inclusivity on college campuses.

中文翻译：

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基于校园的自闭症谱系障碍支持计划：大学生参与意愿的预测因素

同伴导师在校园生活和支持项目中发挥着至关重要的作用，帮助自闭症学生过渡到大学。然而，有限的研究考察了潜在同伴导师的特征以及此类项目可能需要的激励措施。本研究评估了大学生的特征与他们参与自闭症谱系障碍特定生活和支持计划的意愿之间的关系。本科生（N = 210；83% 为女性，男性年龄= 18.9 岁，SD = 1.2）完成了评估人格特征、对残疾人的接受程度以及潜在参与的内在和外在动机的调查问卷。结果表明，如果提供专业课程学分或金钱奖励，参与者将有很高的参与积极性。此外，与自闭症患者的接触史和宜人性成为学生参与意愿的最有力预测因素。这项研究的结果可能会提高大学校园的包容性。