Cognitive emotion regulation as a statistical mediator of the association between autistic traits and academic performance in university students

A study involving 279 university undergraduates investigated the role of cognitive emotion regulation strategies as potential mediators between autistic traits and subsequent academic performance. Participants completed surveys on autistic traits (AQ-10) and cognitive emotion regulation (CERQ), with academic performance measured by end-of-semester examination scores four months later. The study utilized a parallel mediation model, including age as a covariate, to analyze these associations. The full findings regarding the mediation effects are not provided in the source material, indicating a limitation in comprehensive reporting.

Why it matters

This research explores fundamental relationships between neurodevelopmental traits, emotional processing, and educational outcomes in a higher education context. Understanding these dynamics can inform systemic approaches to supporting diverse student populations and optimizing learning environments for improved academic success and well-being.

Key insights

• The study aimed to determine if adaptive and maladaptive cognitive emotion regulation strategies mediate the relationship between autistic traits and academic performance.
• A sample of 279 university undergraduates (54.1% female, mean age 23.92 years) participated in the research.
• Autistic traits were measured using the Autism-Spectrum Quotient (AQ-10), scored continuously to capture individual differences in a non-clinical population.
• Cognitive emotion regulation was assessed using the Cognitive Emotion Regulation Questionnaire (CERQ).
• Academic performance was quantified through end-of-semester examination scores, collected approximately four months after the initial surveys.
• A parallel mediation model (PROCESS macro, Model 4) was employed for analysis, with age as a covariate and bias-corrected bootstrap confidence intervals based on 5,000 resamples.
• The specific results of the mediation analysis, particularly whether autistic traits were indeed mediated by emotion regulation strategies in affecting academic performance, are not detailed in the provided text.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1827975