Disability stereotypes and willingness for intergroup contact among undergraduate students without disabilities: A moderated mediation model grounded in Integrated Threat Theory

Abstract Background Although disability stereotypes constitute a key cognitive barrier hindering the social inclusion of people with disabilities, the psychological mechanisms through which they suppress intergroup engagement remain insufficiently understood. This study is grounded in Integrated Threat Theory (ITT) and expands the said theory’s scope to the disability-related intergroup context, while also examining the impact of stereotypes on interaction willingness and uncovering the complex interplay of mediating and moderating factors. Methods A total of 1,661 undergraduate students without disabilities completed the Disability Stereotype Questionnaire, Intergroup Anxiety Scale (IAS), Interpersonal Reactivity Index (IRI-C), and Social Distance Scale (SDS). Results The study indicated that disability stereotypes significantly negatively predicted willingness for intergroup contact. Intergroup anxiety partially mediates this association. Moreover, empathy significantly moderated the second stage of the mediation process, attenuating the negative effect of intergroup anxiety by 64.4% at high levels of empathy. Frequent intergroup contact also buffered this inhibitory effect. Conclusions These findings substantially broaden the explanatory scope of ITT and have vital implications for fostering inclusion in higher education settings.