ArticleJournal of autism and developmental disorders2025
Psychological Well-Being in Autistic College Students: Testing and Extending the Social Cognitive Well-Being Model.
Article in Journal of autism and developmental disorders, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study examined social cognitive predictors of psychological well-being among autistic college students using Lent’s (Journal of Vocational Behavior 85(3), 413–421, 2004) Social Cognitive Career Theory (SCCT) well-being model. Recognizing the high prevalence of internalizing symptoms, such as anxiety and depression, among autistic individuals, we tested a modified SCCT model incorporating these factors to better understand their role in psychological well-being of autistic college students. A sample of autistic college students (N = 219) completed measures assessing contextual support (i.e., environmental support), cognitive factors (i.e., self-efficacy, outcome expectations), personality traits (i.e., positive affect), behavioral variables (i.e., goal-directed activity), internalizing symptoms (i.e., anxiety and depression), academic satisfaction, and life satisfaction. Path Analysis was used to test and compare the original and modified SCCT well-being models. Findings supported the applicability of the SCCT well-being model to college students with autism. The modified model by incorporating anxiety and depression demonstrated a better overall model fit than the original, explaining 46% of the variance in life satisfaction (compared to 24% in the original model), and similar explanatory power for academic satisfaction (68% in both models). Findings suggest that SCCT framework is applicable to autistic college students. Integrating mental health considerations into SCCT well-being model offers a more comprehensive framework for understanding and supporting autistic students in higher education.
Indexed as
Identifiers
40691424What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.