Akademik Veri Yönetim Sistemi
Journal of Autism and Developmental Disorders, 2026 (SSCI, Scopus)
Purpose: Adolescents diagnosed with Autism Spectrum Disorder (ASD) and Specific Learning Disorder (SLD) within the neurodevelopmental disorder spectrum face challenges across various developmental domains that persist throughout their lives. This study aimed to examine and compare levels of loneliness, subjective well-being, and self-efficacy among adolescents aged 14–17 with ASD, with SLD, and adolescents with typical development (TD), based on their self-reports, and to explore the relationships among these variables. Method: The instruments used in the assessment included the Children’s Self-Efficacy Scale, the UCLA Loneliness Scale Short Form, and the Adolescent Subjective Well-Being Scale, which were administered to 180 adolescents (39 with ASD, 62 with SLD, and 79 with TD) attending inclusive high school settings. Results: Findings revealed that adolescents with SLD reported significantly higher family satisfaction and lower academic self-efficacy compared to their TD peers and peers with ASD. Adolescents with ASD reported higher levels of loneliness and lower social self-efficacy than those in the other two groups. Correlational analyses across all groups indicated significant relationships between subjective well-being and academic self-efficacy among adolescents with ASD, and between family satisfaction and general self-efficacy among those with SLD. Conclusion: These results can be interpreted as suggesting that adolescents with ASD in this study sample are sensitive to or affected by the challenges they face in social–emotional interaction and peer relationships. For adolescents with SLD, the findings underscore the importance of supportive family interactions for their well-being and may indirectly relate to their perceptions of academic challenges.