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Autistic Traits and College Adjustment.

Jane D McLeod1, Elizabeth M Anderson2

  • 1Department of Sociology, Indiana University, Bloomington, IN, USA. jmcleod@indiana.edu.

Journal of Autism and Developmental Disorders
|July 7, 2022
PubMed
Summary
This summary is machine-generated.

Autistic traits in college students, even without a diagnosis, are linked to academic struggles and social difficulties. These findings highlight the need for tailored support services for all students exhibiting autistic traits.

Keywords:
Academic outcomesAutism spectrum disorderAutistic traitsPostsecondary educationSocial interactionsSurveys and questionnaire

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Area of Science:

  • Psychology
  • Neurodevelopmental Disorders
  • Higher Education

Background:

  • Autistic traits are increasingly recognized in college student populations.
  • Understanding the impact of these traits on academic and social functioning is crucial for support.

Purpose of the Study:

  • To investigate the association between autistic traits and academic/social outcomes in college students.
  • To explore differences in these associations based on autism diagnosis status, gender, and specific trait subscales.

Main Methods:

  • Utilized data from an online survey of 2,736 college students.
  • Assessed autistic traits using the Ritvo Autism Asperger Diagnostic Scale-14 (RAADS-14) and its subscales.
  • Examined associations with academic outcomes (course failure, GPA) and social outcomes (friendship quality, social exclusion).

Main Results:

  • Higher autistic traits (total score and subscales like mentalizing deficits, social anxiety, sensory reactivity) correlated with academic difficulties and lower GPA, irrespective of diagnosis.
  • Autistic traits were associated with poorer social outcomes, including fewer confidants, lower friendship quality, and increased social exclusion.
  • Negative social associations were more pronounced in students without an autism diagnosis and in women compared to men.

Conclusions:

  • Autistic traits significantly impact college students' academic and social lives, regardless of formal diagnosis.
  • Interventions and support services should be developed for students exhibiting autistic traits to improve their overall college experience.
  • Further research is warranted to understand gender and diagnostic status differences in these associations.