[article]
| Titre : |
Autistic Traits and College Adjustment |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Jane D. MCLEOD, Auteur ; Elizabeth M. ANDERSON, Auteur |
| Article en page(s) : |
p.3475-3492 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
This study evaluated the association of autistic traits (RAADS-14) with academic and social outcomes among college students using data from an online survey (N=2,736). In the academic domain, the total trait score and all subscale scores (mentalizing deficits, social anxiety, sensory reactivity) were associated with course failure and academic difficulties independent of an autism diagnosis; the total score and mentalizing deficits also predicted lower grade point average (GPA). In the social domain, the total trait score and subscale scores were associated with lower odds of having a confidant, lower friendship quality, and higher odds of social exclusion. Subgroup analyses revealed that autistic traits had more consistently negative associations with social outcomes for students without an autism diagnosis than for students with a diagnosis. Associations were also more often significant for women than men. These results support the development of programs and services for students with autistic traits regardless of diagnostic status. |
| En ligne : |
https://doi.org/10.1007/s10803-022-05632-w |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 |
in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3475-3492
[article] Autistic Traits and College Adjustment [Texte imprimé et/ou numérique] / Jane D. MCLEOD, Auteur ; Elizabeth M. ANDERSON, Auteur . - p.3475-3492. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3475-3492
| Index. décimale : |
PER Périodiques |
| Résumé : |
This study evaluated the association of autistic traits (RAADS-14) with academic and social outcomes among college students using data from an online survey (N=2,736). In the academic domain, the total trait score and all subscale scores (mentalizing deficits, social anxiety, sensory reactivity) were associated with course failure and academic difficulties independent of an autism diagnosis; the total score and mentalizing deficits also predicted lower grade point average (GPA). In the social domain, the total trait score and subscale scores were associated with lower odds of having a confidant, lower friendship quality, and higher odds of social exclusion. Subgroup analyses revealed that autistic traits had more consistently negative associations with social outcomes for students without an autism diagnosis than for students with a diagnosis. Associations were also more often significant for women than men. These results support the development of programs and services for students with autistic traits regardless of diagnostic status. |
| En ligne : |
https://doi.org/10.1007/s10803-022-05632-w |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 |
|
Autistic Traits and College Adjustment in Journal of Autism and Developmental Disorders, 53-9 (September 2023)
