Research on the Impact of College Students' Participation in Social Practice Activities for Special Children on Their Attitudes and Behavioral Intentions

Studying the influence of college students' participation in social practice activities serving special children on their attitudes and behavioral intentions not only enriches the existing research on attitudes towards special children but also provides certain data support and reference value for the research on college students' attitudes and behavioral intentions towards special children and the development of special children's education. It also meets the current practical needs of research on attitudes towards special children. Firstly, the research subjects were divided into the practice team group and the ordinary college student group, and questionnaires were conducted on both groups at the same time intervals. The questionnaire, combined with demographic information, examined the degree of acceptance, understanding, and related behaviors towards special children from three dimensions. Secondly, the demographic information and attitudes towards special children of the college student group and the practice team group were compared at the baseline state. Thirdly, independent sample t-tests, Kruskal-Wallis H or Mann-Whitney U tests were used to compare normal and non-normal continuous data respectively; for categorical variables, χ² tests were used when the minimum sample size was greater than 5, and Fisher's exact tests were used when the minimum sample size was less than or equal to 5. In addition, a linear regression model was used to explore the impact of contact with special children on college students' related attitudes, and the data with differences at the baseline were included as covariates in the multivariate linear regression model for adjustment. Finally, a non-restricted cubic spline model was used to fit the curve of the sum of scores in each dimension of the practice team group towards special children and the change over time. The survey found that ordinary college students had relatively low attention and contact with special children; however, contact with special children was beneficial to improving college students' attitudes and understanding of special children, and a series of targeted suggestions were put forward.