自闭症年轻人在学校的心理健康
Hazel Greer1, Caitlin A Williams2,3, Afia Ali4,5
1University of East London, UK.
Autism : the international journal of research and practice
|March 17, 2026
概括
自闭症青少年报告说,学校的幸福感低于非自闭症同龄人,体验的积极影响较少,负面影响较多. 当考虑学术自我概念和欺凌等因素时,这种差异会减少,这表明有针对性的干预措施可以改善自闭症学生的学校经验.
科学领域:
- 神经发育障碍 神经发育障碍
- 青少年心理学 青少年心理学
- 教育心理学教育心理学
背景情况:
- 自闭症学生面临着独特的学校挑战.
- 有限的研究存在于自闭症青少年的学校福利.
- 学校的福祉影响学习,社会联系和心理健康.
研究的目的:
- 检查自闭症青少年的学校幸福感.
- 为了比较自闭症和非自闭症青少年之间的幸福感.
- 确定与自闭症学生学校幸福感相关的因素.
主要方法:
- 使用了基于英国人口的队列数据.
- 评估对/在学校的积极和消极影响.
- 对包括学术自我概念,欺凌和同行关系在内的因素进行控制.
主要成果:
- 自闭症青少年报告说,学校的幸福感明显降低 (积极影响较低,负面影响较高).
- 当控制共变量时,差异会减弱.
- 学术自我概念,欺凌和同行问题是自闭症学生的关键关联因素.
结论:
- 自闭症和非自闭症学生之间的学校幸福感差异在很大程度上是由可修改的因素解释的.
- 支持学术自我概念可以增强积极的影响.
- 全校范围的反欺凌计划可以减轻负面影响并改善幸福感.
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