Associations among self-awareness, perspective taking, prosocial behavior, and attitudes toward persons with disabilities among high school students without disabilities: differences by inclusive physical education participation

A study conducted among 437 high school students without disabilities investigated the relationships between self-awareness, perspective-taking, prosocial behavior, and attitudes toward persons with disabilities, particularly examining the role of inclusive physical education (IPE). The research found a positive correlation between self-awareness and both prosocial behavior and positive attitudes towards individuals with disabilities. However, perspective-taking did not show a significant association with these variables. The source does not provide details on differences related to IPE participation, limiting the comprehensiveness of the findings.

Why it matters

Understanding the factors that influence attitudes and behaviors toward individuals with disabilities is crucial for fostering inclusive environments and promoting social cohesion. These findings highlight the potential role of self-awareness as a foundational element in developing positive social behaviors and attitudes, suggesting areas for focus in educational or developmental programs.

Key insights

• Self-awareness is positively associated with prosocial behavior among high school students without disabilities.
• Self-awareness is positively associated with positive attitudes toward persons with disabilities among high school students without disabilities.
• Perspective-taking was not significantly associated with prosocial behavior in the studied cohort.
• Perspective-taking was not significantly associated with attitudes toward persons with disabilities in the studied cohort.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1906198