University of Wollongong
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Investigating the self-determination of autistic university students: A grounded theory study

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posted on 2025-06-24, 01:56 authored by Danielle Taylor

The relationship between self-determination and success at university is well documented with university students identifying the use of self-determination skills as critical to their success. Autistic students in university currently experience high rates of withdrawal and report ongoing challenges with navigating the university environment and using skills commonly associated with self-determination. However, to date, there has been limited investigation of the self-determination of autistic students in university or the factors that influence their use of self-determination skills. The current study was conducted to address this gap by examining the perceptions of students and others about their self-determination at university and the personal-environmental factors that influence their self-determination and use of self-determination skills.

A grounded theory design was used to examine the experiences of 14 autistic university students undertaking various academic disciplines and levels of study. Experiences were explored through the perspectives of university students as well as university staff and significant others who were supporting the students during this time. In the first phase of the study, interviews were used to explore the perspectives of the students, university staff and significant others about students’ self-determination, use of self-determination skills and experiences and factors that were felt to influence these. Students also completed a measure of self-determination. In the second phase, five of the student participants engaged in a collaborative planning process in which they worked with a facilitator to develop, implement and reflect on a plan to address a goal they were currently experiencing at university. This provided a means of dynamic assessment through which to observe changes in students’ self-determined actions in real time provided an insight into students’ perceptions as they utilised skills in real time.

Findings revealed that students possessed a range of self-determination skills, but often did not utilise skills in the university context. Students’ self-determination fluctuated, depending on their interactions within the university environment and the intersection of a range of environmental and student factors. Underpinning these factors was the perspectives of students and staff and the degree to which these perspectives were shared or disconnected. Environmental factors influencing sense of self-determination and use of self-determination skills included mutuality of perspectives, and both effective and meaningful communication. When perspectives were shared, students and staff exchanged more meaningful information and communication which resulted in greater self-determination of students, while differing perspectives between students and others left students’ needs unfulfilled and decreased their sense of self-determination and belief in their ability to affect outcomes. Student related factors influencing self-determination included sense of self, students’ past and current experiences, and levels of passion and resilience.

These findings contribute to knowledge of self-determination of autistic individuals as well as relevance of self-determination and casual agency theories for autistic individuals. In creating a theory of autistic self-determination in university contexts, this study provides a foundation for researchers seeking to develop effective practice to support self-determination of autistic students in university contexts. Findings suggest that understanding the interactions between the individual and environment is essential to developing self-determination of autistic individuals. The theory developed in this study illustrated that possessing self-determination skills alone was not enough to enable students to engage in self-determined actions in the university environment.

History

Year

2025

Thesis type

  • Doctoral thesis

Faculty/School

School of Education

Language

English

Disclaimer

Unless otherwise indicated, the views expressed in this thesis are those of the author and do not necessarily represent the views of the University of Wollongong.

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