Date of Conferral
2022
Degree
Ph.D.
School
Psychology
Advisor
Patricia S. Loun
Abstract
Over decades, researchers have identified an increase in autism spectrum disorder (ASD) diagnosis resulting in a growing population of students with ASD attending higher education environments. Several researchers have found that individuals with ASD experience challenges in on-campus college settings. Examining other postsecondary learning environments may have provided insight into settings that may reduce the challenges students with ASD experience. The purpose of this quantitative study was to examine differences in self-efficacy and satisfaction among college students with ASD enrolled in on-campus-only, blended, and online learning environments. The theoretical foundations were Oliver’s social model of disability and Bandura’s self-efficacy theory. Self-efficacy was measured by the Academic Self-Efficacy questionnaire and satisfaction was measured by the College Student Satisfaction questionnaire. Data were collected using SurveyMonkey. An analysis of variance was used to test for mean differences in self-efficacy and satisfaction between ASD students enrolled in on-campus, blended, or online learning environments. Due to a low response rate and low statistical power, no further knowledge was gained. Additional information about which learning environment best meets ASD college students’ needs was not obtained from the statistical analysis. However, this study does provide insight on methodology and design for future studies on ASD college students, self-efficacy, and satisfaction, which may result in positive social change.
Recommended Citation
Wilbanks, Cannda, "Academic Self-Efficacy and Satisfaction among College Students With Autism Spectrum Disorder" (2022). Walden Dissertations and Doctoral Studies. 13899.
https://scholarworks.waldenu.edu/dissertations/13899
