The Relationship between Social Experience and Subjective Well-Being in Autistic College Students: A Mixed Methods Study

Autor/inn/en	Bailey, Kathryn M.; Frost, Kyle M.; Casagrande, Karís; Ingersoll, Brooke
Titel	The Relationship between Social Experience and Subjective Well-Being in Autistic College Students: A Mixed Methods Study
Quelle	In: Autism: The International Journal of Research and Practice, 24 (2020) 5, S.1081-1092 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bailey, Kathryn M.) ORCID (Frost, Kyle M.) ORCID (Casagrande, Karís)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361319892457
Schlagwörter	Correlation; Educational Experience; College Students; Social Support Groups; Well Being; Social Environment; Social Adjustment; Autism; Pervasive Developmental Disorders; Friendship; Student Attitudes; Socialization; Academic Achievement; Life Satisfaction; Measures (Individuals); Student Participation + Suchen Sie Ihr Suchwort? Korrelation; Bildungserfahrung; Collegestudent; Social support; Soziale Unterstützung; Well-being; Wellness; Wohlbefinden; Soziales Umfeld; Soziale Anpassung; Autismus; Freundschaft; Schülerverhalten; Socialisation; Sozialisation; Schulleistung; Lebensvollendung; Messdaten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	This mixed methods study examined the relationship between the college social experience and subjective well-being in autistic students in the Midwestern United States. An online survey focused on social connectedness, social participation, social support, and subjective well-being. A semi-structured interview discussed transition, supports received, and social participation. Correlations and a hierarchical regression were used to examine the relationship between social experience variables and subjective well-being from the survey. Inductive thematic analysis was used to identify interview themes. Theme counts for students who reported higher and lower subjective well-being were examined. Social connectedness, time spent with friends, and perceived social support were positively correlated with students' subjective well-being, with social connectedness explaining unique variance. Common themes included challenges navigating a new social environment and the importance of family, friends, and professors in providing social support. Students with lower subjective well-being more frequently discussed struggles to make social connections and the trade-off between socializing and succeeding academically, whereas students with higher subjective well-being more frequently described college as providing opportunities to develop meaningful social connections. This study adds new perspectives on the college experience for autistic students and highlights the important role that social connections and support play in their subjective well-being. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01