The relationship between social experience and subjective well-being in autistic college students: A mixed methods study
The relationship between social experience and subjective well-being in autistic college students: A mixed methods study
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DOI：
10.1177/1362361319892457
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发表时间：
2019-12-17
期刊：
影响因子：
5.2
通讯作者：
Ingersoll, Brooke
中科院分区：
文献类型：
--
作者：
Bailey, Kathryn M.;Frost, Kyle M.;Ingersoll, Brooke
摘要越来越多的自闭症学生进入大学。这些学生有很高的负面社会经历的风险，包括耻辱，社会孤立，以及来自朋友或家人的支持水平低。这些负面的经历可能会对这些学生自我报告的幸福感（即“主观幸福感”）产生不利影响。此外，很少有研究关注自闭症大学生的积极社会经验。本研究探讨了孤独症大学生的社会经历与主观幸福感的关系。我们招募了自闭症大学生参加在线调查和可选的后续采访。调查和访谈的数据显示，与社会联系密切、与朋友共度时光、得到家人、朋友和学校工作人员支持的学生主观幸福感更高。学生们通常在过渡到大学时遇到困难，但家人、朋友和教授是提供社会支持的关键。主观幸福感较低的自闭症学生讨论了他们在交朋友和平衡学校工作与社交生活方面的困难。然而，主观幸福感较高的学生报告说，上大学让他们与他人联系。综上所述，社会关系和支持与自闭症大学生的主观幸福感密切相关。教这些学生如何自我宣传，如何结识朋友，以及如何平衡学校工作与社会生活可能有助于他们的社会经验和主观幸福感水平。
Lay Abstract An increasing number of autistic students are enrolling in college and university. These students are at high risk for negative social experiences, including stigma, social isolation, and low levels of support from friends or family. These negative experiences may adversely affect these students' levels of self-reported well-being (i.e. "subjective well-being"). In addition, few studies have looked at the positive social experiences of autistic college students. This study examined the relationship between autistic college students' social experiences and their subjective well-being. We recruited autistic college students to participate in an online survey and optional follow-up interview. Data from surveys and interviews showed that students who were socially connected, who spent time with friends, and who had the support of family, friends, and school staff had higher levels of subjective well-being. Students often had difficulty with the transition to college, but family, friends, and professors were key in providing social support. Autistic students who had lower subjective well-being discussed their struggle to make friends and balance school work with their social lives. However, students with higher subjective well-being reported that attending college allowed them to connect with others. In summary, social connections and supports are closely linked to the subjective well-being of autistic college students. Teaching these students how to self-advocate, how to meet friends, and how to balance school work with a social life may be helpful to their social experiences and their levels of subjective well-being.