Study Progression and Degree Completion of Autistic Students in Higher Education: A Longitudinal Study
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| Title: | Study Progression and Degree Completion of Autistic Students in Higher Education: A Longitudinal Study |
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| Language: | English |
| Authors: | Bakker, Theo (ORCID |
| Source: | Higher Education: The International Journal of Higher Education Research. Jan 2023 85(1):1-26. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Autism Spectrum Disorders, Students with Disabilities, Graduation Rate, Undergraduate Students, Grade Point Average, Dropout Rate, College Credits, Foreign Countries, Educational Attainment |
| Geographic Terms: | Netherlands |
| DOI: | 10.1007/s10734-021-00809-1 |
| ISSN: | 0018-1560 1573-174X |
| Abstract: | Individuals with autism increasingly enroll in universities, but researchers know little about how their study progresses over time towards degree completion. This exploratory population study uses structural equation modeling to examine patterns in study progression and degree completion of bachelor's students with autism spectrum disorder (n = 101) in comparison to students with other recorded conditions (n = 2,465) and students with no recorded conditions (n = 25,077) at a major Dutch university. Propensity score weighting is applied to balance outcomes. The research shows that most outcomes (grade point average, dropout rates, resits, credits, and degree completion) were similar across the three groups. Students with autism had more no-shows in the second year than their peers, which affected degree completion after 3 years. The overall performance of autistic students appeared to be adequate and comparable to their peers. However, addressing participation and inclusivity is vital to improve academic support for students with autism. These insights can enable universities to develop appropriate and timely support for all talented students to progress in their studies and complete their degrees. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1361832 |
| Database: | ERIC |
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