Campus-Based Autism Spectrum Disorder Support Programs: Predictors of College Students' Intentions to Participate.

This article examines factors influencing neurotypical college students' intentions to participate as peer mentors in campus-based living and support programs designed for autistic students transitioning to postsecondary education. The study found that agreeableness, a Big-Five personality trait, and a history of contact with autistic individuals were significant predictors of intrinsic motivation to participate, while extrinsic incentives such as course credit and monetary rewards were the strongest motivators overall. Female students showed greater willingness to participate, but being a helping major or conscientiousness did not predict participation intentions. These findings suggest that targeted recruitment strategies emphasizing both intrinsic qualities and extrinsic incentives may enhance peer mentor involvement, thereby supporting inclusivity and retention of autistic students in college settings.