Cookies on this website

We use cookies to ensure that we give you the best experience on our website. If you click 'Accept all cookies' we'll assume that you are happy to receive all cookies and you won't see this message again. If you click 'Reject all non-essential cookies' only necessary cookies providing core functionality such as security, network management, and accessibility will be enabled. Click 'Find out more' for information on how to change your cookie settings.

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.

Original publication

DOI

10.1007/s10803-020-04391-w

Type

Journal article

Journal

Journal of autism and developmental disorders

Publication Date

08/2020

Volume

50

Pages

2832 - 2851

Addresses

Centre for Applied Autism Research, Department of Psychology, University of Bath, Bath, BA2 7AY, UK. jl3125@bath.ac.uk.

Keywords

Humans, Case-Control Studies, Longitudinal Studies, Anxiety, Social Support, Students, Universities, Adolescent, Friends, Female, Male, Young Adult, Autism Spectrum Disorder