Differences in Anxieties and Social Networks in a Group-Matched Sample of Autistic and Typically Developing Students Transitioning to University

Autor/inn/en	Lei, Jiedi; Ashwin, Chris; Brosnan, Mark; Russell, Ailsa
Titel	Differences in Anxieties and Social Networks in a Group-Matched Sample of Autistic and Typically Developing Students Transitioning to University
Quelle	In: Autism: The International Journal of Research and Practice, 24 (2020) 5, S.1138-1151 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lei, Jiedi) ORCID (Russell, Ailsa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361319894830
Schlagwörter	Social Networks; Autism; Pervasive Developmental Disorders; Universities; Student Adjustment; Student Attitudes; Anxiety Disorders; Developmental Tasks; Correlation; Matched Groups; Ethnicity; Academic Achievement; Comparative Analysis; Gender Differences; Age Differences; Social Support Groups; Majors (Students); Measures (Individuals); College Freshmen + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Autismus; University; Universität; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Entwicklungsaufgabe; Korrelation; Ethnizität; Schulleistung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Social support; Soziale Unterstützung; Messdaten; Studienanfänger
Abstract	Transitioning to university can be anxiety-provoking for all students. The relationship between social anxiety, autistic traits and students' social network structure, and perceived support is poorly understood. This study used a group-matched design where autistic students (n = 28) and typically developing students (n = 28) were matched on sex, age (17-19 years), ethnicity, pre-university academic performance and degree subject at university. Autistic students reported greater transition to university worries, and a smaller social network size compared to typically developing students, though perceived similar levels of support from their social networks. Autistic and typically developing students showed differential patterns of association with both autistic traits and social anxiety. Broader clinical and practical implications of findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01