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

Results:

The ALEQ produced seven theoretically relevant factors with good local and global fit: Microtransitions, Social Anxiety, Sensory Reactivity, Planning and Prioritizing, Monotropic Focus, Group Work, and Global Comprehension. Configural and metric invariance were supported across autistic and nonautistic groups, indicating a common factor structure and comparable factor loadings. However, scalar invariance was not achieved, meaning that observed mean differences may not reflect pure differences in the underlying latent constructs. Using the final 34-item version of the ALEQ, autistic students reported significantly more challenges than nonautistic students across all seven 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.

Community Brief

Why is this an important issue?

More autistic students are going to university, but many struggle with academic experiences that nonautistic students find easier. These challenges can prevent them from reaching their full academic potential. Universities need better ways to understand autistic students’ experiences to create more inclusive learning environments.

What was the purpose of this study?

This study aimed to explore the academic learning experiences of autistic students at university. We created a questionnaire that could be used both in research and by educators to help understand and support autistic students’ learning needs.

What did the researchers do?

We worked with both autistic and nonautistic students to develop the Academic Learning Experiences Questionnaire (ALEQ). This questionnaire assesses a range of learning experiences, including social anxiety, learning styles, and sensory sensitivity—across different university contexts, such as lectures, small-group teaching, exams, coursework, and self-directed study. A total of 829 university students took part in the study; some were formally diagnosed autistic, some self-identified as autistic, and some were not autistic.

What were the results of the study?

We found that the ALEQ measured seven key areas of academic learning experiences:

Microtransitions: how small, frequent changes in routine (like moving between classes or adapting to sudden changes) can be overwhelming.

Social anxiety: how students feel in social learning situations, such as group discussions or presentations.

Sensory reactivity: how distractions like noise, lighting, or crowds affect focus and learning.

Planning and prioritizing: how students organize their workload and manage deadlines.

Monotropic focus: describes a tendency to concentrate intensely on specific details or ideas, which can make it harder to take in multiple sources of information or shift to the bigger picture.

Group work: how well students feel they can participate in group work and discussions.

Global comprehension: how easily students grasp the main ideas and overall meaning of what they study, focusing on the “big picture” rather than the finer details.

As expected, autistic students reported higher levels of difficulty in all seven domains compared with nonautistic students. The largest differences in reported scores were observed for Sensory Reactivity and Microtransitions.

We also found that the questionnaire measures the same types of learning experiences for autistic and nonautistic students, but the two groups may use the rating scale slightly differently. This means that differences in average scores should be read as showing where experiences differ, not as exact measures of how much more or less difficulty one group has.

What do these findings add to what was already known?

This study shows that autistic students report distinct patterns of learning-related difficulty, particularly in Sensory Reactivity, Microtransitions between tasks, Group Work, and Monotropic Focus. It is the first to capture these experiences within a single questionnaire.

What are the potential weaknesses in the study?

The study included fewer autistic students than nonautistic students, and many nonautistic students were excluded because they scored highly on autistic traits. Some of the learning experiences assessed by the ALEQ, particularly global comprehension and group work experiences, were based on fewer questions and may not yet be fully understood. The ALEQ also focused more on challenges than on the strengths of autistic students. Finally, we did not explore differences within the autistic group or how other characteristics, such as anxiety, might influence students’ learning experiences.

How will these findings help autistic adults now or in the future?

The ALEQ can help universities and educators identify specific learning-related challenges that autistic students face, so that support and teaching approaches can be better matched to their needs. It can be used by researchers and educators, and disability support staff can use the ALEQ on a one-to-one basis with students. Over time, it can also guide improvements in how universities create more inclusive learning environments.