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首页> 外文学位 >Advanced Undergraduate Students with Autism Spectrum Disorder: Perceptions of Social Supports that Buffer College-related Stress and Facilitate Academic Success.
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Advanced Undergraduate Students with Autism Spectrum Disorder: Perceptions of Social Supports that Buffer College-related Stress and Facilitate Academic Success.

机译：患有自闭症谱系障碍的高年级本科生：对社会支持的看法，可以缓解与大学有关的压力并促进学业成功。

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摘要

The purpose of this exploratory case study of advanced undergraduate students with Autism Spectrum Disorder was three-fold. First, it was designed to elicit participants' descriptions of the stress they experienced related to college and being a student. Second, the study aimed to describe how helpful various types of social support were to buffer college-related stress and facilitate academic success. Third, the study was designed to obtain interview participants' descriptions of specific stressful situations in which they received support from which they were asked to recall who gave the support, identify the kind of help received, and describe how the support was effective. More specifically, the study sought to reveal participants' perceptions of the support they received from family members, friends, professors, and others in helping to buffer college-related stress and facilitate academic success.;Social support, as described by House (1981), encompasses "an interpersonal transaction involving one or more of the following: (a) emotional concern (liking, loving, empathy), (b) instrumental aid (goods or services), (c) information (about the environment), or appraisal (information relevant to self-evaluation)" (p. 39). House's model served as the conceptual framework for this study.;A two-method approach was used to answer the research questions. Study volunteers were asked to complete a paper-and-pencil survey and to participate in an in-person interview. Ten advanced undergraduate students (i.e., students matriculating beyond the first year) with Autism Spectrum Disorder from five four-year universities in three New England states participated in this study. Procedures associated with quantitative and qualitative research were used to analyze the data, which consisted of survey data and verbatim transcripts of in-person interviews. This analysis yielded 31 findings. Conclusions were drawn and recommendations for practice and future research are presented.;Study participants' reports of the social supports they perceived helped to buffer college-related stress and facilitate academic success revealed that emotional support was the most frequent type of support received, with family members cited as the primary provider. Participants also revealed that professors and friends were perceived to provide a high level of instrumental and informational support. Overall, participants perceived that they received emotional, instrumental, and informational support that helped to buffer college-related stress and facilitate academic success and the sources were primarily family members, friends, and professors.
机译：本研究性案例研究的目的是对患有自闭症谱系障碍的高级本科生进行三方面的研究。首先，它旨在引起参与者对他们经历的与大学和成为学生有关的压力的描述。其次，该研究旨在描述各种类型的社会支持对缓解与大学有关的压力并促进学业成功的帮助。第三，该研究旨在获得访谈参与者对特定压力情况的描述，在这些压力情况下他们获得了支持，要求他们回忆起谁提供了支持，确定了获得的帮助的种类，并描述了支持的有效性。更具体地说，该研究试图揭示参与者对他们从家人，朋友，教授和其他人那里获得的支持的看法，这些帮助有助于缓解与大学有关的压力并促进学业成功。;如House（1981）所述，社会支持，包括“涉及以下一项或多项的人际交易：（a）情感上的关注（喜欢，爱心，同情），（b）工具援助（商品或服务），（c）信息（有关环境的信息）或评估（与自我评估有关的信息）”（第39页）。豪斯模型是本研究的概念框架。采用两种方法来回答研究问题。研究志愿者被要求完成纸笔调查并参加面试。来自新英格兰三个州的五所四年制大学的十名患有自闭症谱系障碍的高级本科生（即入读第一年以后的学生）参加了这项研究。使用与定量和定性研究相关的程序来分析数据，其中包括调查数据和面对面访谈的逐字记录。该分析产生了31个发现。得出结论，并提出了实践和未来研究的建议。研究参与者关于他们认为的社会支持的报告有助于缓解与大学有关的压力并促进学业成功，表明情感支持是家庭中最常见的支持类型被引用为主要提供者的成员。与会者还透露，教授和朋友被认为提供了高水平的工具和信息支持。总体而言，参与者认为他们得到了情感，工具和信息上的支持，有助于减轻与大学有关的压力并促进学业成功，其来源主要是家庭成员，朋友和教授。

著录项

  • 作者

    LeGary, Robert A., Jr.;

  • 作者单位

    University of Hartford.;

  • 授予单位 University of Hartford.;
  • 学科 Educational leadership.;Higher education.;Special education.
  • 学位 Ed.D.
  • 年度 2015
  • 页码 185 p.
  • 总页数 185
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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