Autistic traits are linked with school adjustment among Chinese college students: the chain-mediating effects of emotion regulation and friendships
View abstract on PubMed
Summary
This summary is machine-generated.College students with autistic traits face adjustment challenges. Emotion regulation and friendships mediate this link, highlighting key support areas for academic success.
Area Of Science
- Psychology
- Developmental Psychology
- Clinical Psychology
Background
- Emerging adults entering college face environmental and learning challenges.
- Autistic traits, including social and communication difficulties, can impede college adjustment.
- Limited research exists on the mechanisms linking autistic traits to school adjustment in higher education.
Purpose Of The Study
- To investigate the relationship between autistic traits and school adjustment in Chinese college students.
- To explore the mediating roles of emotion regulation and friendships in this association.
Main Methods
- A sample of 1,381 Chinese college students participated.
- Surveys assessed autistic traits, school adjustment, emotion regulation, and friendships.
- Statistical analyses examined correlations and mediating effects.
Main Results
- Significant correlations were found between autistic traits, emotion regulation, friendships, and school adjustment.
- Emotion regulation and friendships demonstrated a significant chain-mediating effect.
- Autistic traits indirectly influenced school adjustment through emotion regulation and friendships.
Conclusions
- Autistic traits, emotion regulation, and friendships are crucial factors in college students' school adjustment.
- Interventions supporting emotion regulation and fostering friendships may enhance adaptation for students with autistic traits.
- Addressing autistic traits is vital for improving the college experience and academic success.
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