Evaluating the Role of Autistic Traits, Social Anxiety, and Social Network Changes during Transition to First Year of University in Typically Developing Students and Students on the Autism Spectrum

Autor/inn/en	Lei, Jiedi; Brosnan, Mark; Ashwin, Chris; Russell, Ailsa
Titel	Evaluating the Role of Autistic Traits, Social Anxiety, and Social Network Changes during Transition to First Year of University in Typically Developing Students and Students on the Autism Spectrum
Quelle	In: Journal of Autism and Developmental Disorders, 50 (2020) 8, S.2832-2851 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lei, Jiedi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04391-w
Schlagwörter	Autism; Pervasive Developmental Disorders; College Freshmen; Friendship; Social Support Groups; Anxiety; Student Adjustment; Student School Relationship; Social Networks; Symptoms (Individual Disorders) + Suchen Sie Ihr Suchwort? Autismus; Studienanfänger; Freundschaft; Social support; Soziale Unterstützung; Angst; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schüler-Lehrer-Beziehung; Social network; Soziales Netzwerk; Psychiatrische Symptomatik
Abstract	This is the first longitudinal study to quantitatively evaluate changes in social network structure (SNS) and perceived social support (PSS) amongst first-year students on the autism spectrum (n = 21) and typically developing (TD; n = 182) students transitioning to university. The relative impact of changes in SNS/PSS, students' social anxiety and autistic traits, on first-year university transition outcomes were also examined. Both groups gained friends over time who provided better support quantity and quality during first year of university. Social anxiety showed long-term differential negative impact on students on the autism spectrum and TD students' academic, social and personal/emotional adjustments, and institutional attachment, suggesting stakeholders should focus on delivering interventions to reduce social anxiety to improve university transition outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01