Understanding the relationship between autistic traits and collegiate well-being presents significant challenges due to the diverse range of experiences among neurodivergent students. While some autistic traits, such as memorization and fixation, may facilitate academic success, others, particularly those associated with communication deficits, may lead to social isolation and academic difficulties. This study explores these relationships using the Autism Quotient (AQ) and the PERMA profiler to assess autistic traits and collegiate well-being, respectively. Findings indicate a negative, moderate, and statistically significant correlation, suggesting that as AQ scores increase, levels of well-being decrease and vice versa. These results underscore the importance of institutional interventions to better support neurodivergent students in higher education.
College and Neurodiversity
Entering college is often viewed as a rite of passage, including self-discovery, newfound independence, and life lessons. For many young adults, it is an exciting time with opportunities to explore special interests and start independent lives. For those students with a high prevalence of autistic traits, this transition may deliver unique challenges and uncertainties. With the rise of autism spectrum disorder (ASD) globally, more and more college students are entering college campuses unprepared socially, physically, and academically (Anderson, 2017). Most research accounts explicitly for people who have a clinical autism diagnosis. Comparatively little research accounts for the subclinical population. The more autistic traits a person exhibits, the more challenges that could get in the way of their college experience (Garcha, 2024). Subclinical traits are continuously distributed throughout the adult population. The number of autistic students completing degrees on college campuses is increasing nationwide. Because equality and diversity programs open doors of opportunity, the number of autistic students at universities makes up 0.7 to 1.9 % of the total university student population. With the increase of autistic students entering college, it is an unfortunate statistic that only 40% of autistic students complete their degrees (Gurbuz, 2019). With those statistics only encompassing the diagnosed population, it is reasonable that the subclinical population would account for higher numbers. Understanding physical and emotional wellbeing among neurodiverse students will allow for more tailored support interventions to assist these students in completing their degrees.
Hypothesis
Given the divergent outcomes of previous research, predicting the relationship between autistic traits and well-being is multifaceted. While an increase in autistic traits may present roadblocks, such as a lack of social support and accommodations, students may capitalize on their unique strengths and overcome barriers that might cause strong success in the college classroom. Prior research has overlooked the subclinical population, making this study essential to a more accurate understanding of autistic traits. I hypothesized there would be a non-directional correlation between autistic traits and college well-being.
Participants
Participants were enlisted from an undergraduate cohort at Christian Brothers University. Christian Brothers University is a small Roman Catholic university in midtown Memphis, Tennessee. Recruitment primarily targeted students enrolled in general education psychology courses; however, students of any major or classification were able to participate. The university offers a plethora of initiatives tailored to support the neurodivergent student population. Notably, the Students Tackling Autism-Related Syndromes (STARS) social organization explicitly acknowledges the needs of autistic students, promotes self-advocacy, involves student academic support through advising, enforces robust study practices, and hosts weekly social gatherings involving the broader campus community. The InsideOut program partners autistic students and non-autistic students to engage in weekly exercise. This program promotes physical wellness as well as mental wellness. My study included 77 participants representing a variety of majors, ethnic backgrounds, and classification levels.
Materials
Autism Quotient (AQ) Assessment – The AQ is a 50-item self-report measure designed to assess autistic traits in adults with average intelligence (Baron-Cohen, 2001). It evaluates five domains: social interaction, attention switching, local details, communication, and imagination. Each item uses a Likert-type scale, with higher scores indicating a greater presence of autistic traits. The AQ has demonstrated strong reliability and validity across diverse populations (Lundqvist, 2017).
PERMA Profiler – To measure well-being, I employed the PERMA profiler, which assesses five domains: positive emotion, engagement, relationships, meaning, and accomplishment (Butler & Kern, 2016). This assessment has been validated in collegiate settings and has been widely used in well-being research. Prior studies have linked autistic traits with diminished well-being, particularly in areas such as physical activity and social engagement (Mason, 2021; Garcha, 2024).
Demographic Survey – A demographic survey collected information on sex, race, ethnicity, academic major, and autism diagnosis status to examine differences among populations.
Procedure
Participants signed up via the participant management software, SONA Systems, and completed the study online at their convenience. Informed consent was obtained before proceeding. The AQ and PERMA profiler were administered in counterbalanced order, followed by the demographic survey. Responses remained anonymous, and participants could withdraw at any time. Upon completion, students were debriefed and provided with information about campus resources, including the STARS program and university counseling services.
Results
The primary goal was to determine the relationship between autistic traits and collegiate well-being. Data were analyzed using Pearson’s r and independent sample t-tests to examine demographic variations.
A Pearson’s r two-tailed test revealed a negative, moderate, and statistically significant correlation between AQ and PERMA scores, r(65) = -.45, p < .001. This indicates that as autistic traits increase, levels of well-being decrease. r² = 0.2025) suggests that 20.25% of the variation in well-being is accounted for by autistic traits.
A particular interest to myself, given my involvement with the Special Olympics and the InsideOut organization, was to examine the relationship between physical health outcomes and the AQ. I found there to be a negative, moderate, and statistically significant correlation between health outcomes and autistic traits r(65) = -.48, p < .001. This means that as autistic traits increase, physical health outcomes decrease and vice versa. These findings indicate that physical health challenges are an area of concern for individuals displaying autistic traits.
Research by Mason (2021) indicated that individuals with a higher prevalence of autistic traits would be less inclined to physical exercise and get outside. Lack of physical activity can lead to numerous physical and mental health issues (Mason, 2021). My research aligned with her study and, in fact, was the strongest correlation that my study yielded. My study demonstrated that those with a higher prevalence of autistic traits often have a lower level of physical health. This might suggest that neurodiverse support groups for students should prioritize activities that promote physical well-being. Activities could include playing a sports game together or learning how to use exercise equipment. By getting neurodivergent students out and exercising, you can also facilitate social interaction, creating a reciprocal relationship of both social support and healthy habits.
Rachel Noelle Johnson is a Peer Advocate and student at Christian Brothers University.
Sources
Anderson, C., & Butt, C. (2017). Young Adults on the Autism Spectrum at College: Successes and Stumbling Blocks. Journal of Autism and Developmental Disorders, 47(10), 3029+.
Baron-Cohen, S. (2001). The Autism Quotient: A New Method for Assessing Autistic Traits in Adults. Journal of Autism and Developmental Disorders.
Butler, J., & Kern, M. (2016). The PERMA Profiler: A Multidimensional Measure of Well-Being. International Journal of Well-Being.
Garcha, P. (2024). Well-Being and Autism: A Comprehensive Analysis. Psychological Studies.
Gurbuz, E., Hanley, M., & Riby, D. M. (2019). University Students with Autism: The Social and Academic Experiences of University in the UK. Journal of Autism and Developmental Disorders, 49(2), 617–631. https://doi.org/10.1007/s10803-018-3741-4
Lundqvist, L. (2017). Validity of the AQ Assessment in Diverse Populations. Journal of Psychological Assessment.
Mason, L. (2021). Autistic Traits and Physical Activity in College Students. Collegiate Health Research.
