The Relationship Between Coping Styles and Academic Performance in University Students With and Without a Diagnosis of Autism Spectrum Disorder

University students face different challenges throughout their university life. Their ability to cope with difficult situations influences their academic performance. Students with ASD are likely to face more challenges in university as a result of their autistic symptoms. Additionally, they may experience more difficulties employing effective coping strategies to manage difficult situations compared to students without ASD. This study explored the relationship between primary coping style and academic performance. Differences in primary coping style between university students with and without ASD were also examined. This study also investigated the relationship between primary coping style, autism diagnosis, and academic performance. Students with a clinical diagnosis of autism completed the AQ-Short to assess autistic symptoms. Students’ primary coping style was examined based on their scores on the subscales of the Brief-COPE. Academic performance was measured by students’ grade...Show moreUniversity students face different challenges throughout their university life. Their ability to cope with difficult situations influences their academic performance. Students with ASD are likely to face more challenges in university as a result of their autistic symptoms. Additionally, they may experience more difficulties employing effective coping strategies to manage difficult situations compared to students without ASD. This study explored the relationship between primary coping style and academic performance. Differences in primary coping style between university students with and without ASD were also examined. This study also investigated the relationship between primary coping style, autism diagnosis, and academic performance. Students with a clinical diagnosis of autism completed the AQ-Short to assess autistic symptoms. Students’ primary coping style was examined based on their scores on the subscales of the Brief-COPE. Academic performance was measured by students’ grade point average for the current academic year. Results showed, primary coping style was associated with academic performance. Problem-focused and emotion-focused primary coping styles were associated with better academic performance compared to avoidance primary coping style. Additionally, students with ASD were more likely to employ emotion-focused primary coping style or avoidance primary coping style, whereas students without ASD were more likely to employ problem-focused primary coping style. However, autism diagnosis did not moderate the relationship between primary coping style and academic performance. These findings suggested a link between primary coping style and academic performance, as well as differences in coping between students with and without ASD. Limitations and implications for future research were also discussed.Show less

Leiden University Student Repository

Documents

In Collections

The Relationship Between Coping Styles and Academic Performance in University Students With and Without a Diagnosis of Autism Spectrum Disorder