中国大学生自闭特征与压力水平

IF 1.8 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of Inclusive Education Pub Date : 2023-10-29 DOI:10.57142/inclusion.v2i1.37
Jiang Zhen, Low Hui Min
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引用次数: 0

摘要

在中国等亚洲国家,除了儿童早期之外,对自闭症的研究很少,因此,具有可识别的高度自闭症特征的年轻人的患病率和社会心理后果在很大程度上仍然未知。本研究采用在线问卷形式,调查内容包括两份量表:自闭症谱系问卷(AQ-28)和感知压力量表(PSS)。为了确保样本的多样性,研究样本涵盖了音乐学专业的大一到大四学生。共有111名大学生参与了调查。研究人员分析了他们的反应,以检验自闭症特征与压力之间的关系。研究结果表明,自闭症特征与压力呈正相关,自闭症特征越高,压力越大。具体来说,自闭症特征的社交方面被发现是最重要的压力预测因素。研究结果表明,为具有高度自闭症特征的年轻人提供社交技能培训,以提高他们的社交能力,减轻他们的压力,是有意义的。本文还提出了环境和社会适应的建议
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Self-Reported Autistic Traits and Stress Level of University Students in China
In Asian countries such as China, little research has been conducted on autism other than in early childhood, and thus the prevalence and psychosocial outcomes of young people with recognisable high levels of autistic traits remain largely unknown. This study used an online questionnaire format and the survey consisted of two scales, the Autism Spectrum Questionnaire (AQ-28) and the Perceived Stress Scale (PSS). The sample used for the study covered musicology majors, freshmen through seniors to ensure a diverse sample. A total of 111 undergraduate students participated in the survey. Their responses were analysed to examine the relationship between autistic traits and stress. The results of the study showed a positive correlation between autistic traits and stress, indicating that the higher the autistic traits, the higher the stress. Specifically, the social aspect of autistic traits was found to be the most significant predictor of stress. The findings suggest that it makes sense to provide social skills training to young people with high levels of autistic traits in order to improve their socialisation and reduce their stress. The paper also makes recommendations for environmental and social adaptation
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来源期刊
International Journal of Inclusive Education
International Journal of Inclusive Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.50
自引率
9.10%
发文量
97
期刊介绍: The International Journal of Inclusive Education provides a strategic forum for international and multi-disciplinary dialogue on inclusive education for all educators and educational policy-makers concerned with the form and nature of schools, universities and technical colleges. Papers published are original, refereed, multi-disciplinary research into pedagogies, curricula, organizational structures, policy-making, administration and cultures to include all students in education. The journal does not accept enrolment in school, college or university as a measure of inclusion. The focus is upon the nature of exclusion and on research, policy and practices that generate greater options for all people in education and beyond.
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