Autistic and Attention Deficit/Hyperactivity Disorder Traits Are Associated with Suboptimal Performance among Japanese University Students.
Autistic and Attention Deficit/Hyperactivity Disorder Traits Are Associated with Suboptimal Performance among Japanese University Students.
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自闭症和注意力缺陷/多动障碍性状与日本大学生的次优表现有关。
DOI：
10.31662/jmaj.2020-0001
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发表时间：
2020-07-15
期刊：
影响因子：
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通讯作者：
Ikeda S
中科院分区：
文献类型：
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作者：
Suzuki T;Wada K;Muzembo BA;Ngatu NR;Yoshii S;Ikeda S
最近的估计表明，有相当数量的日本学生患有发育障碍。本研究旨在研究日本大学生自闭症、自闭症子成分和注意缺陷多动障碍（ADHD）特征与学生表现（以出勤率衡量）和课堂出勤率之间的潜在联系。参与者包括来自日本不同地区的721名学生，他们完成了一项自我管理的网络调查。自闭症和注意力缺陷多动障碍的特征是用精简版的自闭症谱商（AQ-Short）和成人注意力缺陷多动障碍自我报告量表（ASRS）来测量的。出勤是学生表现的一个指标，使用经修订的世界卫生组织健康和工作表现调查表进行评估。过去一年的课堂出勤率由参与者自我报告。具有高水平自闭症特征和高水平ADHD特征的学生更有可能报告学生表现不佳（比值比[OR] = 3.07, 95%可信区间[95% CI]: 1.90-4.96; OR = 2.13, 95% CI: 1.32-3.42）。关于自闭症特征子成分，对常规的高度偏好（OR = 2.39, 95% CI: 1.38-4.13）和社交技能的高度困难（OR = 1.81, 95% CI: 1.03-3.18）的学生也更有可能报告学生表现不佳。注意转换困难的特征与学生成绩差之间存在临界显著关联（OR = 1.78, 95% CI: 1.00-3.15）。关于ADHD特征子成分，注意力不集中程度高的学生（OR = 2.88, 95% CI: 1.32-6.26）也更有可能报告学生表现不佳。同时具有高水平自闭症特征和高水平注意力缺陷多动障碍特征的学生比那些只有一种特征的学生表现更差。然而，这些特征与低出勤率之间没有统计学上的显著联系。在日本大学生中，病假出勤与高水平的自闭症特征和多动症特征显著相关。
Recent estimates suggest that there is a substantial number of Japanese students with developmental disabilities. This study aimed to examine potential associations between autistic, autistic subcomponents, and attention deficit/hyperactivity disorder (ADHD) traits with student performance (as measured by presenteeism) and class attendance among Japanese university students. Participants comprised 721 students from different regions of Japan who completed a self-administered internet survey. Autistic and ADHD traits were measured using an abridged version of the autism spectrum quotient (AQ-Short) and adult ADHD self-report scale (ASRS). Presenteeism, which is an indicator of student performance, was assessed using the modified World Health Organization Health and Work Performance Questionnaire. Class attendance during the past year was self-reported by participants. Students with high levels of autistic traits and high levels of ADHD traits were significantly more likely to report poor student performance (odds ratio [OR] = 3.07, 95% confidence interval [95% CI]: 1.90–4.96; and OR = 2.13, 95% CI: 1.32–3.42, respectively). Regarding autistic trait subcomponents, students with high levels of preference for routine (OR = 2.39, 95% CI: 1.38–4.13) and high levels of difficulties with social skills (OR = 1.81, 95% CI: 1.03–3.18) were also significantly more likely to report poor student performance. There were borderline significant associations between traits of attention-switching difficulties and poor student performance (OR = 1.78, 95% CI: 1.00–3.15). Regarding ADHD trait subcomponents, students with high levels of inattention (OR = 2.88, 95% CI: 1.32–6.26) were also significantly more likely to report poor student performance. Students with both high levels of autistic traits and high levels of ADHD traits were more likely to report poor student performance than those with high levels of only one trait type. There were, however, no statistically significant associations between these traits and low class attendance risk. Sickness presenteeism was significantly associated with high levels of both autistic traits and ADHD traits among Japanese university students.