The Impact of Humiliation/Rejection on the Social & School Functioning of Autistic and Non-Autistic Youth
Presentation Type
Poster
Faculty Advisor
Erin Kang
Access Type
Event
Start Date
26-4-2024 9:45 AM
End Date
26-4-2024 10:44 AM
Description
Stable peer relationships and social acceptance can strengthen students’ academic performance, while poor peer relationships can result in low academic performance and increased rates of school withdrawal (García Bacete et al., 2021). Autistic students often experience difficulty with social interactions, establishing friendships, and social communication (White et al., 2010). This study aims to address how anxiety around rejection by others and social functioning relates to school functioning of autistic and non-autistic youth. Thirty-six autistic and non-autistic youth reported on their anxiety around Humiliation/Rejection (H/R) on the Multidimensional Anxiety Scale for Children (MASC-2 SR; March, 2012) and quality of life (Pediatric Quality of Life Inventory, PedsQL; Varni et al., 2001), which included Social (SOC) and School Functioning (SCH) subscales. Self-report measures were used to assess students’ knowledge of their internal states. SOC and SCH were positively correlated (r=0.55, p<.001), while H/R was negatively associated with SOC (r=-0.69, p=< .001) and SCH (r=-0.38, p = .04). The results of the multiple linear regression represented that SCH from H/R was significant (p=0.04). Furthermore, when SOC was added to examine its role as a predictor, the overall model was significant (p=.002) but only SOC emerged as a predictor of SCH (p=0.003). These findings emphasize the need for interventions to support autistic and non-autistic youth within school systems to improve quality of life for students who are experiencing peer rejection and social differences.
The Impact of Humiliation/Rejection on the Social & School Functioning of Autistic and Non-Autistic Youth
Stable peer relationships and social acceptance can strengthen students’ academic performance, while poor peer relationships can result in low academic performance and increased rates of school withdrawal (García Bacete et al., 2021). Autistic students often experience difficulty with social interactions, establishing friendships, and social communication (White et al., 2010). This study aims to address how anxiety around rejection by others and social functioning relates to school functioning of autistic and non-autistic youth. Thirty-six autistic and non-autistic youth reported on their anxiety around Humiliation/Rejection (H/R) on the Multidimensional Anxiety Scale for Children (MASC-2 SR; March, 2012) and quality of life (Pediatric Quality of Life Inventory, PedsQL; Varni et al., 2001), which included Social (SOC) and School Functioning (SCH) subscales. Self-report measures were used to assess students’ knowledge of their internal states. SOC and SCH were positively correlated (r=0.55, p<.001), while H/R was negatively associated with SOC (r=-0.69, p=< .001) and SCH (r=-0.38, p = .04). The results of the multiple linear regression represented that SCH from H/R was significant (p=0.04). Furthermore, when SOC was added to examine its role as a predictor, the overall model was significant (p=.002) but only SOC emerged as a predictor of SCH (p=0.003). These findings emphasize the need for interventions to support autistic and non-autistic youth within school systems to improve quality of life for students who are experiencing peer rejection and social differences.