Relations longitudinales entre le style attributionnel dépressif et les symptômes internalisés dans un échantillon enrichi en personnes autistes d'étudiants entrant à l'université

Titre original en anglais : Longitudinal Relationships Between Depressive Attributional Style and Internalizing Symptoms in an Autism-Enriched Sample of Incoming College Students

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Terroso, S. R., McKenney, E. E., Brunwasser, S. M., Richards, J. K., Day, T. C., Kofner, B., McDonald, R. G., Gillespie-Lynch, K., Kang, E., Lerner, M. D., & Gotham, K. (2024). Longitudinal Relationships Between Depressive Attributional Style and Internalizing Symptoms in an Autism-Enriched Sample of Incoming College Students. Autism in Adulthood, 7(2), 185-200. https://doi.org/10.1089/aut.2024.0090

Date de publication: 26/06/2024 Ajout dans AutiHub: 08/08/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
11
Auteur·ices de la publication identifié·es comme autistes
1 / 11 (9,1 %)
  1. Sydney R. Terroso
  2. Erin E. McKenney
  3. Steven M. Brunwasser
  4. Jared K. Richards *
  1. Talena C. Day
  2. Bella Kofner
  3. Rachel G. McDonald
  4. Kristen Gillespie-Lynch
  1. Erin Kang
  2. Matthew D Lerner
  3. Katherine Gotham

Résumé

Contexte : L'anxiété et la dépression comptent parmi les affections psychiatriques les plus fréquemment rapportées chez les étudiants en première année d'université. On estime que les adultes autistes présentent un taux d'anxiété et de dépression deux fois plus élevé que leurs pairs non autistes, ce qui influe sur la qualité de vie, la réussite sociale et les performances académiques. Une voie potentielle pour comprendre et traiter les symptômes internalisés chez les adultes autistes commençant leurs études universitaires est le style attributionnel dépressif, un style explicatif causal biaisé dans lequel les événements de vie négatifs sont attribués à des causes internes, stables et globales. La présente étude évalue la relation entre le style attributionnel dépressif et les symptômes d'anxiété et de dépression au cours du premier semestre universitaire, telle que modérée par les traits autistiques. Nous explorons également le style attributionnel dépressif initial selon d'autres dimensions marginalisées de l'identité fondées sur la race ou l'origine ethnique, le genre et l'orientation sexuelle, et examinons les effets d'interaction potentiels des traits autistiques sur ces relations. Méthodes : Des étudiants de premier cycle ont été recrutés dans quatre universités du Nord-Est. Notre échantillon (n = 144) comprend 47 participants qui se sont identifiés comme autistes ou ont déclaré un diagnostic formel d'autisme, et 97 participants non autistes. Les participants ont rempli des questionnaires initiaux et finaux, ainsi qu'une enquête bimensuelle de 2 minutes, suivant les changements de tristesse, d'anhédonie et d'anxiété tout au long de leur premier semestre. Résultats : Les analyses longitudinales montrent qu'un style attributionnel dépressif élevé au départ prédisait les symptômes d'anxiété, de tristesse et d'anhédonie mesurés toutes les deux semaines au cours du semestre. Ce schéma s'étendait à tous les niveaux de traits autistiques et n'était pas modéré par ceux-ci ; cependant, les participants ayant rapporté davantage de traits autistiques ont indiqué un style attributionnel dépressif significativement plus élevé au départ, ainsi qu'une anxiété, une tristesse et une anhédonie plus importantes tout au long du semestre. La relation entre les traits autistiques et le style attributionnel dépressif était la plus forte chez les participants ayant une orientation non hétérosexuelle. Conclusion : Cette étude souligne le besoin, identifié par la communauté autiste, de recherches en santé mentale tenant compte des identités qui se recoupent, et suggère que le style attributionnel dépressif mérite d'être étudié davantage comme cible thérapeutique potentielle. Résumé pour la communauté Pourquoi est-ce une question importante ? Au cours de la première année d'université, de nombreux étudiants rencontrent des difficultés liées à l'anxiété et à la dépression. Les étudiants autistes rapportent des préoccupations de santé mentale encore plus importantes que les étudiants non autistes. Une façon de comprendre pourquoi cela se produit consiste à examiner comment les étudiants expliquent les événements négatifs de leur vie. Les étudiants autistes peuvent avoir un style attributionnel plus dépressif, dans lequel ils se considèrent comme la cause d'événements négatifs et croient que les mauvaises choses vont persister. Il est connu que cette perspective contribue à l'anxiété et à la dépression. Quel était l'objectif de cette étude ? Nous voulions déterminer comment un style attributionnel dépressif pouvait être lié à l'anxiété et à la dépression au cours du premier semestre universitaire, et si cela était influencé par les traits autistiques et le stress. Nous avons également examiné comment les traits autistiques influencent la relation entre le style attributionnel dépressif et les dimensions marginalisées de l'identité fondées sur la race ou l'origine ethnique, le genre et l'orientation sexuelle. Qu'ont fait les chercheurs ? Nous avons administré à des étudiants universitaires des questionnaires sur leur style attributionnel et leurs expériences de dépression et d'anxiété. Les participants ont rempli plusieurs questionnaires à la fois avant et après leur premier semestre à l'université. Ils ont également rempli un bref questionnaire deux fois par semaine au cours du semestre. Quels étaient les résultats de l'étude ? Nous avons constaté qu'un style attributionnel dépressif au départ, avant le semestre, était lié à des symptômes de dépression et d'anxiété au cours du semestre. Les participants présentant des niveaux plus élevés de traits autistiques ont rapporté un style attributionnel plus dépressif ainsi qu'une dépression et une anxiété plus importantes pendant le semestre. Les personnes présentant davantage de traits autistiques et s'identifiant comme LGBTQIA+ étaient plus susceptibles que les personnes hétérosexuelles présentant de nombreux traits autistiques d'avoir un style attributionnel plus dépressif. Qu'ajoutent ces résultats à ce qui était déjà connu ? Cette étude nous aide à comprendre qu'un style attributionnel dépressif pourrait être lié à l'anxiété et à la dépression chez les étudiants autistes comme non autistes. De plus, un style attributionnel dépressif peut être plus fréquent chez les personnes autistes. Ces résultats pourraient signifier qu'aider les personnes à développer une façon plus adaptative de penser aux événements négatifs pourrait contribuer à prévenir ou à traiter l'anxiété et la dépression chez les étudiants universitaires. Quelles sont les faiblesses potentielles de l'étude ? Puisque nous souhaitions que notre étude soit accessible aux étudiants autistes sans diagnostic formel, nous n'avons pas pu examiner comment l'identité sociale liée au fait d'être autiste était associée à l'anxiété et à la dépression tout au long du semestre. Comment ces résultats aideront-ils les adultes autistes maintenant ou à l'avenir ? Ces résultats fournissent les premières preuves qu'un style attributionnel dépressif semble être lié à l'anxiété et à la dépression chez les étudiants autistes. Cela suggère que les interventions conçues pour traiter le style attributionnel dépressif chez les personnes non autistes pourraient également bénéficier aux personnes autistes, ce qui pourrait favoriser l'accès aux traitements de santé mentale pour la communauté autiste.

Background: Anxiety and depression are among the most common psychiatric conditions reported in first-year college students. Autistic adults are estimated to face double the rate of anxiety and depression compared with non-autistic peers, influencing quality of life, social success, and academic performance. One potential avenue to understand and address internalizing symptoms in autistic adults beginning their college careers is depressive attributional style, a biased causal explanatory style in which negative life events are attributed to internal, stable, and global causes. The current study evaluates the relationship between depressive attributional style and symptoms of anxiety and depression across the first semester of college, as moderated by autistic traits. We also explore baseline depressive attributional style across additional marginalized aspects of identity based on race/ethnicity, gender, and sexual orientation, and examine potential interaction effects of autistic traits on these relationships. Methods: Undergraduate students were recruited from four northeastern universities. Our sample (n = 144) includes 47 participants who self-identified or reported a formal autism diagnosis, and 97 non-autistic participants. Participants completed baseline and endpoint questionnaires, as well as a 2-minute biweekly survey, tracking changes in sadness, anhedonia, and anxiety throughout their first semester. Results: Longitudinal analyses demonstrate that elevated depressive attributional style at baseline predicted biweekly anxiety, sadness, and anhedonia symptoms across the semester. This pattern extended across (was not moderated by) levels of autistic traits, however, participants who reported higher autistic traits endorsed a significantly greater depressive attributional style at baseline, and greater anxiety, sadness, and anhedonia throughout the semester. The relationship between autistic traits and depressive attributional style was strongest for participants with a nonheterosexual orientation. Conclusion: This study underscores the autistic community-identified need for mental health research, with attention to intersecting identities, and suggests depressive attributional style for further investigation as a potential treatment target. Community Brief Why is this an important issue? In the first year of college, many students face challenges with anxiety and depression. Autistic students report even higher mental health concerns than non-autistic students. One way to understand why this happens is by looking at how college students explain negative events in their lives. Autistic students may have a more depressive attributional style, in which they see themselves as a cause of negative events and believe that bad things will persist. This outlook is known to contribute to anxiety and depression. What was the purpose of this study? We wanted to see how a depressive attributional style might relate to anxiety and depression over the first semester of college, and whether this is affected by autistic traits and stress. We also looked at how autistic traits influence the relationship between depressive attributional style and the marginalized aspects of identity based on race/ethnicity, gender, and sexual orientation. What did the researchers do? We gave surveys to college students about their attributional style and experiences with depression and anxiety. Participants completed several surveys both before and after their first semester at college. They also completed a brief survey two times per week during the semester. What were the results of the study? We found that a depressive attributional style at baseline (presemester) was related to depression and anxiety symptoms across the semester. Participants with higher levels of autistic traits reported a more depressive attributional style and greater depression and anxiety during the semester. Individuals with higher autistic traits who identify as LGBTQIA+ were more likely than heterosexual individuals with high autistic traits to have a more depressive attributional style. What do these findings add to what was already known? This study helps us understand that a depressive attributional style might be related to anxiety and depression in both autistic and non-autistic students. In addition, a depressive attributional style may be more common in autistic individuals. These findings could mean that helping people develop a more adaptive thinking about negative events could help prevent or treat anxiety and depression in college students. What are potential weaknesses in the study? Because we wanted our study to be accessible for autistic students without a formal diagnosis, we were unable to look at how the social identity of being autistic related to anxiety and depression throughout the semester. How will these findings help autistic adults now or in the future? These findings give us first evidence that a depressive attributional style appears to be related to anxiety and depression in autistic students. This suggests that interventions designed to address the depressive attributional style in non-autistic individuals could potentially benefit autistic individuals as well, which may support access to mental health treatment for the autistic community.

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Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
134
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
13 / 134 (9,7 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
20 / 550 (3,6 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 20 / 147 (13,6 %). Auteurices cité·es distinct·es identifié·es comme autistes : 15 / 502 (3,0 %).
Occurrences citées rattachées à la base AutiHub
147 / 550 (26,7 %)
Auteurices cité·es distinct·es rattaché·es : 117 / 502 (23,3 %)
Occurrences rattachées, non identifiées comme autistes
127 / 147 (86,4 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 127 / 550 (23,1 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 102 / 117 (87,2 %).
1 entrée de bibliographie citée n’a pas pu être entièrement enrichie à partir des métadonnées DOI.
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