当前位置: X-MOL 学术Autism › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Understanding the role of self-determination in shaping university experiences for autistic and typically developing students in the United Kingdom
Autism ( IF 6.684 ) Pub Date : 2021-02-03 , DOI: 10.1177/1362361320984897
Jiedi Lei 1, 2 , Ailsa Russell 1
Affiliation  

With more autistic students enrolling in higher education, little is known about how autistic students can actively and effectively shape their own university experience through self-determination. This study explores how both autistic (n = 18) and typically developing students and recent graduates (n = 18) perceive their self-determination during their transition into, through and out of university in the United Kingdom. Students reported many shared and unique aspects of autonomy, competence and relatedness underlying self-determination. Many autistic students also discussed autism-related strengths facilitating academic pursuit at university, though found coping with transitional changes more difficult than typically developing students. Using strength-based approaches to help autistic students to actively adapt to routine changes might facilitate their self-determination during transition to university.

Lay abstract

Prior research suggests that autistic students in higher education might struggle with developing autonomy, competence and establish relatedness due to their executive functioning and social communication difficulties. We interviewed 18 autistic and 18 typically developing students to explore how students perceived themselves to be in control of their university experience. Both groups provided anecdotal examples that supported similar perceptions of self-determination in shaping the academic, daily living and socialisation aspects of university life. Autistic students reflected on their cognitive strengths such as attention to detail, persistence and ability to tailor their academic studies towards their interest. Varying degrees of sociability were noted, with some autistic students preferring to focus their self-determination efforts on academic success, while others treasured the novel social experiences including peer support and friendship at university. Compared to greater flexibility endorsed by typically developing students, autistic students perceived establishing a routine at university to be a necessity and were self-determined in maintaining stability amid a sea of change. Recognising strengths and self-determination efforts in autistic students can help stakeholders support their personal development towards independent living and self-sufficiency in adulthood and to successfully transition into, through and out of university.



中文翻译:

了解自决在塑造英国自闭症学生和典型发展学生的大学体验中的作用

随着越来越多的自闭症学生接受高等教育,人们对自闭症学生如何通过自我决定积极有效地塑造自己的大学体验知之甚少。本研究探讨如何既自闭症(ñ = 18)和正常发展的学生和应届毕业生(ñ = 18),在过渡期间看待自己的自决进入,通过英国的大学。学生们报告了自我决定背后的自主性、能力和相关性的许多共同和独特的方面。许多自闭症学生还讨论了与自闭症相关的优势,促进了大学的学术追求,但发现应对过渡性变化比通常发展中的学生更困难。使用基于力量的方法来帮助自闭症学生积极适应日常变化可能会促进他们在向大学过渡期间的自我决定。

摘要

先前的研究表明,由于执行功能和社交沟通困难,高等教育中的自闭症学生可能难以发展自主性、能力和建立联系。我们采访了 18 名自闭症学生和 18 名典型发展中的学生,以探讨学生如何认为自己可以控制自己的大学经历。两组都提供了轶事例子,支持在塑造大学生活的学术、日常生活和社会化方面的类似自决观念。自闭症学生反映了他们的认知优势,例如对细节的关注、坚持不懈以及根据自己的兴趣调整学术研究的能力。注意到不同程度的社交性,一些自闭症学生更愿意将他们的自我决定努力集中在学业上的成功上,而其他人则珍视新奇的社会经验,包括在大学里的同伴支持和友谊。与通常发展中的学生所认可的更大的灵活性相比,自闭症学生认为在大学建立常规是必要的,并且在变化的海洋中保持稳定是自我决定的。认识到自闭症学生的优势和自决努力可以帮助利益相关者支持他们在成年后实现独立生活和自给自足的个人发展,并成功过渡 自闭症学生认为在大学建立常规是必要的,并且在变化的海洋中保持稳定是自主的。认识到自闭症学生的优势和自决努力可以帮助利益相关者支持他们在成年后实现独立生活和自给自足的个人发展,并成功过渡 自闭症学生认为在大学建立常规是必要的,并且在变化的海洋中保持稳定是自主的。认识到自闭症学生的优势和自决努力可以帮助利益相关者支持他们在成年后实现独立生活和自给自足的个人发展,并成功过渡进入、通过离开大学。

更新日期:2021-02-04
down
wechat
bug