{"id":{"repo_id":"calgary","oai_identifier":"oai:ucalgary.scholaris.ca:11023/3398"},"canonical_url":"https://search.dev.ndltd.org/etd/calgary/oai:ucalgary.scholaris.ca:11023/3398","repository":{"repo_id":"calgary","name":"University of Calgary","base_url":"https://ucalgary.scholaris.ca/server/oai/request"},"display":{"title":"Exploring Social Cognition as a Risk Factor for Peer Victimization for Students with Autism Spectrum Disorder","abstract":"In light of striking prevalence rates and adverse effects of bullying on interpersonal, psychological, and academic functioning, this study investigated a potentially influential risk factor, social cognition, for peer victimization of the uniquely at-risk population of students with Autism Spectrum Disorder (ASD). Two of the most common constructs that comprise social cognition include Theory of Mind (ToM) and Emotional Intelligence (EI). Forty-five students with High Functioning ASD (HFASD) completed measures assessing ToM, EI, and the prevalence and frequency of Bullying. Parent-report was also provided for the measure of bullying. According to student-report, verbal bullying was endorsed most (26.7%), followed by physical (17.8%) and social (15.6%) forms of bullying, while social bullying of student participants was endorsed most by parents (57.8%), followed by verbal (55.6%) and disability (35.6%) forms of bullying. Results indicated that neither ToM or EI predicted the prevalence or frequency of peer victimization for students with HFASD. Research efforts should continue to explore relevant risk factors for students with HFASD to inform policy and program development to effectively support this vulnerable group of students.","abstract_html":"In light of striking prevalence rates and adverse effects of bullying on interpersonal, psychological, and academic functioning, this study investigated a potentially influential risk factor, social cognition, for peer victimization of the uniquely at-risk population of students with Autism Spectrum Disorder (ASD). Two of the most common constructs that comprise social cognition include Theory of Mind (ToM) and Emotional Intelligence (EI). Forty-five students with High Functioning ASD (HFASD) completed measures assessing ToM, EI, and the prevalence and frequency of Bullying. Parent-report was also provided for the measure of bullying. According to student-report, verbal bullying was endorsed most (26.7%), followed by physical (17.8%) and social (15.6%) forms of bullying, while social bullying of student participants was endorsed most by parents (57.8%), followed by verbal (55.6%) and disability (35.6%) forms of bullying. Results indicated that neither ToM or EI predicted the prevalence or frequency of peer victimization for students with HFASD. Research efforts should continue to explore relevant risk factors for students with HFASD to inform policy and program development to effectively support this vulnerable group of students.","abstract_has_math":false,"creators":["Fenwick, Melanie"],"institution":"Graduate Studies","degree_name":"Master of Science (MSc)","degree_level":null,"degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":[],"advisors":["McCrimmon, Adam"],"committee_chairs":[],"committee_members":["Brandon, James","Drefs, Michelle"],"year":2016,"date_issued":"2016","date_published":"2016","updated_at":"2026-07-24T01:30:18Z","subjects":["Educational Psychology"],"languages":["eng"],"rights":["University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. 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Two of the most common constructs that comprise social cognition include Theory of Mind (ToM) and Emotional Intelligence (EI). Forty-five students with High Functioning ASD (HFASD) completed measures assessing ToM, EI, and the prevalence and frequency of Bullying. Parent-report was also provided for the measure of bullying. According to student-report, verbal bullying was endorsed most (26.7%), followed by physical (17.8%) and social (15.6%) forms of bullying, while social bullying of student participants was endorsed most by parents (57.8%), followed by verbal (55.6%) and disability (35.6%) forms of bullying. Results indicated that neither ToM or EI predicted the prevalence or frequency of peer victimization for students with HFASD. Research efforts should continue to explore relevant risk factors for students with HFASD to inform policy and program development to effectively support this vulnerable group of students."]},{"key":"dc:title","label":"Title","values":["Exploring Social Cognition as a Risk Factor for Peer Victimization for Students with Autism Spectrum Disorder"]}]}],"canonical_facts":{"dc:contributor.advisor":["McCrimmon, Adam"],"dc:contributor.committeemember":["Brandon, James","Drefs, Michelle"],"dc:creator":["Fenwick, Melanie"],"dc:date.accessioned":["2016-10-04T19:11:29Z"],"dc:date.available":["2016-10-04T19:11:29Z"],"dc:date.issued":["2016"],"dc:description.abstract":["In light of striking prevalence rates and adverse effects of bullying on interpersonal, psychological, and academic functioning, this study investigated a potentially influential risk factor, social cognition, for peer victimization of the uniquely at-risk population of students with Autism Spectrum Disorder (ASD). 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