Preprint: Validating the Academic Learning Experiences Questionnaire: Microtransitions, Sensory Reactivity and Cognitive-Attentional Dimensions in Autistic University Students

Abstract

Background: The number of autistic students entering higher education (HE) has increased, yet many continue to face systemic barriers that can hinder their academic success. Despite their unique cognitive strengths, such as hyperfocus, attention to detail, and strong analytical skills, many autistic students report challenges with academic learning experiences. This study aimed to develop and validate the Academic Learning Experiences Questionnaire (ALEQ), a tool designed to assess specific learning experiences and inform autism-inclusive educational practices.

Methods: We co-created the ALEQ with autistic and non-autistic students to assess learning experiences across five academic contexts: small and large group teaching, self-directed study, examinations, and coursework. A total of 829 university students (formally-diagnosed autistic: n = 106; self-diagnosed autistic: n = 112; non-autistic: n = 611) completed an online survey comprising the ALEQ and an autism screening measure (SRS-2). To establish the ALEQ’s psychometric properties, we conducted exploratory and confirmatory factor analyses and tested for measurement invariance between the autistic and non-autistic groups.

Results: The ALEQ produced seven theoretically relevant factors with good local and global fit: Microtransitions’, Social Anxiety, Sensory Reactivity, Planning and Prioritising, Monotropic Focus, Group Work and Global Comprehension). Configural and metric invariance were supported for this factor solution, demonstrating equivalence of the factor loadings across groups and warranting examination of group differences in ALEQ scores. Using this final, 34-item version of the ALEQ, autistic students reported significantly more challenges than non-autistic students across all five subscales, with the greatest disparities in Sensory Reactivity and Microtransitions.

Conclusion: The ALEQ provides a structured way to understand the academic challenges that autistic students face in different learning contexts. By identifying key learning experiences, it offers both a practical tool for educators and a measurement instrument for researchers that can identify adjustment needs and, ultimately, enhance accessibility and inclusion in HE.