Academic Achievements Are Differently Associated with Social Anxiety in ASD and Non-ASD University Students

Background:

Almost half of the ASD population is now considered to have average or above average cognitive ability (i.e 43.9%- IQ > 85, Christensen et al., 2016), though only 14% of those young adults with ASD have a university education (Helles et al., 2016). Most of the studies that examined students with ASD reported on their feelings during their time on campus; anxiety was the most commonly reported experience (Jackson et al., 2017; 2018). There is a scarcity of research on the academic achievements of students with ASD. Objectives: 1. Compare academic achievements in ASD and non-ASD students with and without social phobia. 2. Evaluate the association of academic achievement and anxiety (trait/social anxiety), and autism severity.

Methods: The study included 111university students (13 females) (mean age=24.21, SD=2.69). The study population included three groups: students with an ASD diagnosis (ASD group, n=55), non-ASD students with high levels of social anxiety (SA group, n=31) and non-ASD students with low social anxiety (control group, n=25). All participants underwent assessment for ASD [Autism Spectrum Quotient (AQ-Baron-Cohen et al., 2001)], [Social Communication Questionnaire (SCQ- Berument et al., 1999)], level of social anxiety [Liebowitz Social Anxiety Scale (LSAS -Liebowitz, 1987)], and level of state and trait anxiety [State Trait Anxiety Inventory-(STAI- Spielberger et al., 1983)]. In addition, the students’ grade point averages (GPA) for the first semester of their first academic year were obtained.

Results: The comparison between the GPAs of the three groups yielded a significant group effect [F (2, 99)=4.01, p<.05 h²_p =.08]. The control group had the highest GPA (M=83.17 SD= 9.79) followed by the SP group (M=77.02 SD= 14.01), while the ASD group had the lowest scoring (M=74.00 SD=14.74). However, only the GPA difference between the control and the ASD groups was significant.. A significant group effect on anxiety measures was observed [F(4,192)=14.31 p<0.01 h²_p =0.23]. Both the ASD (M= 45.43 SD=24.60) and the SA (M=49.59 SD=14.03) groups' LSAS scores were higher than 35 (the cutoff point for social phobia), and significantly higher compared to controls (M=17.54 SD=9.67). A similar effect was noted for the trait and state anxiety measures. Examination of the correlation between the GPA and other study variables yielded significant and negative correlations with LSAS score for the non-ASD groups (r=-.29, p<.05) and significant and positive correlations for the ASD group (r=.30, p<.05). In addition, autism severity scores (SCQ) correlated significantly and negatively only for the non-ASD groups (r=-.47, p<.01).

Conclusions: ASD is associated with lower academic achievements, even among cognitively-abled students. For non-ASD students, social anxiety is associated with reduced academic achievements, possibly, as previously suggested (Russel & Topham, 2012) as a result of avoidance, leading to a reduction in social capital, which is known to enhance academic gains. For ASD students the opposite association was evident, suggesting that students with ASD and social anxiety may avoid social situations, including studying alone, which reduces social pressures and causes more effective learning and consequently higher achievements. These findings should be considered in planning supports for students with ASD.