Profiling Autistic Trait Levels Among Malaysian Undergraduates

Autistic traits (ATs) are increasingly recognized as existing along a continuum within the general population, influencing social, cognitive, and behavioral functioning even in the absence of a formal clinical diagnosis. This study aimed to (1) profile the distribution and overall characteristics of ATs among Malaysian undergraduate students and (2) examine domain-specific differences between individuals with high and low levels of ATs. Using a cross-sectional survey design, participants were recruited from a Malaysian public university. Inclusion criteria required participants to be full-time undergraduate students aged between 19 and 26 years and able to comprehend and complete the Malay version of the Autism Spectrum Quotient (AQ-28). Consistent with the study’s focus on trait distribution rather than diagnostic status, students were not excluded based on self-reported clinical diagnoses. A total of 1,344 students met the inclusion criteria and completed the AQ-28, which assesses five domains: social, routine, switching, imagination, and number and pattern. The sample represented a range of academic disciplines, broadly categorized into science-based programs (including engineering, health sciences, and technology) and social science-based programs (including law, education, and humanities). Results showed that 33.6% of participants exhibited high levels of ATs, with a higher prevalence observed among students from science-based disciplines. Statistically significant differences were identified across all five domains, with individuals in the high-trait group reporting greater difficulties in social communication, cognitive flexibility, and imaginative thinking, alongside a modest relative advantage in pattern recognition. These findings highlight the multidimensional nature of ATs and the cognitive diversity present within university populations. Gender- and culture-related factors appeared to influence trait expression, suggesting possible masking and under-recognition, particularly among female students. Overall, the findings underscore the importance of inclusive pedagogy and culturally sensitive support strategies in higher education.