Introduction
“No man is an island, entire of itself; every man is a piece of the continent, a part of the main…” (Donne
1839, p. 574). Indeed, for any individual, social networks function to provide practical and social support, both of which are critical for maintaining wellbeing (Dunbar and Spoors
1995; Hill and Dunbar
2003; Roberts and Dunbar
2011; Siedlecki et al.
2014). Significant transition points in an individual’s life such as moving from one part of the education system to another, changing jobs, geographical location etc. are accompanied by an inevitable change in one’s social network and access to social support. Developing a new social network can be critical to successful transition and adaptation to a new set of life circumstances.
An important transition many young people experience is the move to post-secondary education (such as university or college), which often coincides with the first time of leaving home and leading an independent life (Fisher and Hood
1987). Previous studies have found that for students transitioning to university, better perceived social support (PSS) was associated not only with better adjustment outcomes, but also better mental and physical health, greater life satisfaction and more positive coping (Gall et al.
2000; Tao et al.
2000). Students also experience changes in the kinds of support they receive from different social network members. For example, high quality support from family (Hays and Oxley
1986) was associated with better adjustment at university (Friedlander et al.
2007), though support was more in the form of fun/relaxation, rather than informational/emotional support (Swenson et al.
2008). In contrast, peers provided more social and emotional support to students during transition (Friedlander et al.
2007), which helped to improve students’ mental health, and encouraged students to use more positive coping strategies (Tao et al.
2000). Therefore, social network structure (e.g., who is in the social network) and perceived social support are crucial for enabling successful transition to university for students. The focus of the present study is to identify the feasibility of assessing these variables for autistic
1 students transitioning to university. Furthering our understanding of factors critical to successful social network transition can shape the provision of supportive interventions for stakeholders in education.
Social Network Analysis
Social network analysis (SNA) is the quantitative evaluation of both structural and functional components of the types of relationships an individual has with other people around him/her (Kreider et al.
2016; Scott
2017). Some important structural social network components are size (i.e., how many people an individual may be in contact with); composition (i.e., the types of relationships an individual has with each member, such as family, friends, etc.); density (i.e., the extent to which individuals named within a network might know each other); and centrality (i.e., the location of an individual within his/her social network). Functional components of social network comprise the extent to which an individual might receive, or perceive support from different social network members. There are some correlations between structural and functional components of social networks. For example, during a stable phase of one’s lifetime, having a high-density social network might increase the accessibility of information and resources through improved flow through different social network members. However, during a major life transition such as starting university or moving across countries, having a low-density social network might increase one’s resilience to adapt to changes in environment, as the individual may be able to maintain some existing social contacts rather than lose access to the entire social network (Scott
2017).
There are two main types of SNA, sociomap and ecomap. Sociomap (Correa and Ma
2011) is usually measured within a pre-defined social space where it is assumed that all individuals have the potential to interact with each other and establish relationships (e.g., within a school classroom). All individuals are sampled and a summary combining all the reported relationship information is used to generate a sociomap. In contrast, an ecomap (Ray and Street
2005) focuses on a particular individual, and assesses the relationships that this individual considers to be important to him/her in their personal environment. Therefore, compared to sociomap, ecomap produces a much more individualised visualisation of one’s personal social network across multiple domains (e.g., friends, family, work colleagues etc.), though may be more subject to self-reporting bias. A particular strength of ecomap is that it can capture changes in one’s social network during life transitions, when the sudden change in environment no longer provides a clearly defined space for sampling information to generate a sociomap.
Social Network Analysis in Post-secondary Education
The ability to establish a novel social network, especially with same-aged peers, become increasingly important over the course of development (Kamps et al.
1997). Adolescents begin to rely more on friends and less on family for a wide variety of support including both informational/practical as well as personal/emotional support (Lee and Goldstein
2016). This shift to increasing independence from family members is not always gradual and ‘sudden’ events such as a move out of home to access post-secondary level education accelerates the process. In such situations, higher levels of perceived social support is often associated with better transition outcomes in typically developing students (Azmitia et al.
2013; Friedlander et al.
2007).
There have been few studies using measures that simultaneously capture both structural and functional dimensions of social networks specifically amongst students transitioning to university. One recent systematic review of the literature (Lei et al. in preparation) which followed PRISMA guidelines (Moher et al.
2009) assessed how changes in both SNS and PSS during transition to first year of university might be associated with transition outcomes in students aged 17–21, using longitudinal research design. After title, abstract, and full text screening, as well as quality appraisal, the review identified a total of only ten studies that assessed either changes in SNS or PSS (or both) amongst first year university students. Only one of the ten studies was found that simultaneously measured both changes in SNS and PSS in first year university students (Hays and Oxley
1986). Hays and Oxley (
1986) asked participants to report up to ten people that they had seen in the past 3 weeks, and then reported whether each individual had provided emotional, tangible, and fun support.
Although the authors were able to capture some structural and functional aspects of students’ social networks, the types of support were more general (e.g., “providing comfort/support during a personal issue”), rather than specifically focusing on the challenges faced by students transitioning to university. The functional support measured also did not take into account differences in perceived quantity and quality of each type of support provided, making it difficult to identify whether individual differences in transition outcomes might be associated with perceived quantity and/or quality of support in any specific area. Therefore, developing a tool that can not only capture both the structural and functional aspects of students’ social networks, but also capture support domains most relevant to challenges faced by students transitioning to university, and differentiate between perceived quantity and quality of support can enable university stakeholders to better understand who is best at providing which types of support during the transition process.
Autism, and Social Network Analysis
Autism spectrum disorder (ASD, hereafter autism) is a neurodevelopmental disorder characterized by differences in social communication and a pattern of restrictive and repetitive behavior, interests and activities (American Psychiatric Association
2013). Autism affects one in 59 children (CDC
2018). Autism affects an individual across the lifespan and research findings suggest that although many autistic people report a desire for social relationships, they reported reduced numbers of social relationships and more adverse social events such as peer victimization than other groups (Jackson et al.
2018a). During early and middle-childhood, a structured educational system and parental support can be influential in scaffolding the development of social networks (Kreider et al.
2016). However, difficulties associated with social transition for many autistic students emerge from a young age, as a recent systematic review (Nuske et al.
2019) that examined 27 studies on school transitions for 443 autistic students found that students experienced high levels of anxiety, as well as greater mental health needs, sensory, behavioral, and academic challenges when transitioning to a new school. Autistic students reported greater social pressure post-transition, and found forming new friendships especially anxiety provoking in light of their social communication difficulties, and some reported experiences of bullying and isolation (Nuske et al.
2019).
In previous research analyzing social networks of both autistic and typically developing (TD) children in mainstream classrooms (Anderson et al.
2016; Chamberlain et al.
2007; Locke, et al.
2010; Locke et al.
2013; Rotheram-Fuller et al.
2010), researchers have frequently used the “Friendship Survey”—which asks each child in a classroom to freely recall names of children who like or dislike to hang out with each other. The information collected can be used to generate a sociomap consisting of friendship clusters within the class, and be used to measure network centrality of any specific child within the classroom to reveal the extent of inclusion. Although this method can successfully capture the social networks within a single classroom setting it can not adequately capture the inherent changes in social network as students make the transition to university where socialization becomes more complex, with less focus on classroom based interaction and greater diversity of extra-curricular social forums, Therefore, it may not be feasible to gather information from
all social network members to generate accurate sociomaps to reflect changes in social network across time at university, but an ecomap may be more appropriate.
Autism and Post-secondary Education
Transition into adolescence and early adulthood can present challenges for all young people, and might be especially challenging for autistic students to navigate. Although almost half (46%) of autistic individuals have average or above average IQ (CDC
2018), and have the intellectual potential to attend postsecondary education (Sanford et al.
2011), attendance in post-secondary education amongst autistic students is relatively poor. In the U.S., it is estimated that only around 35% of autistic students can complete their post-secondary education, which is lower than the 38% of graduation rate for students with other disabilities, and 51% of typically developing peers (Gobbo and Shmulsky
2014). Similarly in the UK, fewer autistic students graduated from university with 2:1 or first class honors degree (62.8%) compared to student with other forms of disabilities (66%), and typically developing peers (68.1%) (Lucas and James
2018).
Although the number of autistic students enrolling in postsecondary education have increased in recent years, mental wellbeing amongst students on campus is relatively poor (Jackson et al.
2018a,
b), with between 47 and 71% of autistic students experiencing high levels of anxiety, loneliness, and symptoms of depression (Gelbar et al.
2014). In particular, participation in social activities, especially with same-aged peers, can often be especially poor amongst autistic young adults compared to young people with other forms of special education needs (Orsmond et al.
2013). Reduced participation in social activities was particularly evident amongst autistic young people with poorer conversation skills and functional ability, and the absence or poor quality friendships can lead to greater feelings of social isolation amongst autistic students (Orsmond et al.
2013).
This high occurrence of loneliness suggests that the ability to successfully establish a new social network at university and seek out appropriate sources of social support can be especially challenging for autistic young people (Adreon and Durocher
2007), and highlights that better quality and more tailored support to meet individuals’ needs for this vulnerable student population at university is much needed, especially to monitor students’ interactions with same-aged peers, which may help to buffer against feelings of loneliness and isolation. Understanding the changes in social network structure (SNS) and perceived social support (PSS) during transition to university might offer insight into students’ ability to successfully adapt to the novel environment, given that high levels of perceived social support is often associated with better transition outcomes (Azmitia et al.
2013; Friedlander et al.
2007).
For many autistic students at university, family members (especially parents) often continue to provide high levels of support across a range of academic, daily living, and socialization areas (Elias et al.
2017; Fleischer
2012; Mitchell and Beresford
2014). Continued high levels of support from family might therefore compensate for potentially lower levels of perceived social support from same-aged peers at university, reflecting differences in both SNS and PSS between autistic students and their TD peers at university. To date, no studies have yet explicitly evaluated autistic students’ perception of their PSS from different social network members. Gaining a better understanding of both the structural and functional social support network of autistic students can help stakeholders adopt a more systemic approach when planning transition supports for autistic students, and to better integrate different resources such as family, peers, and university staff to optimize the support structure for autistic students at university.
Development of Social Network and Perceived Social Support (SNaPSS) tool
The SNaPSS is developed to capture both key structural components of one’s social network (size, composition, and density) (Scott
2017), as well as the functional PSS provided by each network member within one’s social network. The rationale behind the SNaPSS is to develop an easy-to-use online tool that can help students visualize a holistic view of their perceived social world, as well as help relevant stakeholders to effectively gather information about the quantity and quality of social relationships that each student perceives to be the most important to them. The SNaPSS is based on ecomap methods, and was developed to evaluate structural and functional aspects of social network i.e. Social Network Size (SNS) and Perceived Social Support (PSS) for students making the transition to university. SNaPSS aims to capture: (1) a wide range of social network structures consisting of network members that students consider to be important to them; (2) perceived frequency and quality of social support provided by all social network members across a wide range of academic, daily living, and socialization areas related to challenges that students might face during transition to university.
SNS Measure Development
In order to adopt an ecomap approach to evaluate SNS and PSS, the SNaPSS first gathered information about each network member (alter) within an individual’s (ego) social network, such as basic demographic information (e.g., name, sex, relationship to ego), as well as the relationship between each network member with other network members (alter–alter relationship). The former gives an approximation of the individual’s social network size and network composition, whilst the latter provides a measure of network density. Next, individuals reported the types, frequency, and quality of support they perceived to have been provided by each network member named, which provides various measures of PSS that can be broken down either by types of support received (e.g., academic, daily living, and socialization), or by types of network members who have provided the support (e.g., family, friends, and other network members).
Given that for each network member named, there is a wealth of information collected based on that individual (demographics, alter–alter relationships, PSS), the length of the questionnaire using an ecomap approach can quickly accumulate and become too long and not feasible for students to complete. Therefore, a balance needs to be struck between the number of network members that students can include within their social network, and the number of questions answered per network member.
Prior research have suggested that although human networks can range from 130 to 250 individuals (Hill and Dunbar
2003), the closer and more intimate inner circle which provides most functional support and who are in regular contact to individuals stands at around 10–15 individuals (Dunbar and Spoors
1995). Given that SNS is also a dynamic construct that can change over time, measurements of SNS also need to define a specific period of time for participants to recall their SNS. In a previous study that evaluated SNS in college students in the US, Hays and Oxley (
1986) asked students to report up to ten network members that they considered to be close to them and have been in contact with for the past 3 weeks. However, the two potential limitations are that (1) ten network members is smaller than the upper limit of intimate social circles found by prior research (Dunbar and Spoors
1995), thus potentially limiting the ability of students with larger social networks to accurately report their inner social circle; (2) 3 weeks is a relatively short time window to measure the establishment of new social network ties during a major life transition such as going to university, especially when used in longitudinal designs to reflect changes in SNS over time.
The current SNaPSS overcomes these limitations by asking each participant to name up to 20 individuals with whom they have been in contact with over the past 3 months, and whose relationships were considered to be particularly important and worthwhile to the participant, giving an approximation of social network size. The choice of 20 network members is greater than the average upper limit of number of network members included in the intimate circle (Dunbar and Spoors
1995) to try to minimize ceiling effects. The duration of 3 months was chosen as it provides a significant time frame for students to establish and develop new social ties, and approximately corresponds to the duration of an academic term at university. The use of academic term as a time frame for recalling changes in SNS is particularly important for longitudinal studies that might investigate changes in SNS across first year university transition. A longer time frame can help capture significant changes in SNS that might occur over an academic term, as students might participate in different social events, clubs and societies throughout the academic year.
PSS Measure Development
Preliminary items focusing on PSS for the SNaPSS were developed based on prior literature to capture areas where students in transition might require support, as well as areas that might be especially challenging for autistic students. Autistic students attending university often face challenges in a wide range of social, daily living, and academic areas (Adreon and Durocher
2007). For socialization, autistic students often experience difficulties in perspective taking and gauging the interest of their audience when communicating with others (Baron-Cohen
1989; Baron-Cohen et al.
1985; Zager and Alpern
2010), and can often miss out on or misinterpret nonverbal social cues during a social interaction. Communication with purely social intent can also be lacking in autistic people e.g. engaging in ‘small talk’ as a tool for social reciprocity. In addition, some autistic people have restricted and circumscribed interests that can limit their ability to engage in conversations across a varied range of topics that may lie outside of their interests, and can further interfere with their social interactions with other people. Such social communication deficits can reduce autistic students’ ability to socialize with peers across a variety of contexts, ranging from living in shared accommodation, to completing coursework that requires working in groups (Hees et al.
2015).
Many autistic students also experience difficulties in many executive functioning (EF) processes such as planning and organization (Ozonoff et al.
1991). In a recent meta-analysis that assessed the extent of impairments across different EF subdomains in autistic people, Demetriou et al. (
2018) found a moderate effect size for impairments across all EF subdomains, highlighting the nature of global EF deficits observed across development in autistic people. EF deficits can further impair one’s ability to live independently, given that many daily tasks requires one to seek out relevant information, synthesize a plan, and follow through the plan in a series of steps in order to achieve the final goal (Gilotty et al.
2002). EF deficits can therefore affect a wide range of daily living skills such as managing one’s finances, cooking, and doing laundry, as well as academic demands such as meeting coursework deadlines and managing one’s time (Hewitt
2011; Pugliese et al.
2015; Rosenthal et al.
2013; Sparrow et al.
2005).
Based on prior literature, a list of 15 preliminary areas of support (five academic, five daily living, and five socialization) were developed (Table
1), and piloted during part one of the current study to assess face validity of these items in relation to concerns and worries that autistic students have when transitioning to university.
Table 1
Areas of support across academic, daily living, and socialization domains that are included in social network and perceived social support (SNaPSS) measure
1. Course workload | 1. Changes in my routine | 1. Living in shared accommodation |
2. Course difficulty | 2. Cooking | 2. Getting on with people I live with |
3. Meeting course deadlines | 3. House chores (laundry, cleaning/tidying/organising room) | 3. Fitting in |
4. Doing group work | 4. Manage/budget my finances | 4. Being bullied/feeling isolated |
5. Time management and routine | 5. Self-care/seeking medical advice | 5. Socializing with other students/making friends |
Discussion
The current study sought to examine the feasibility and psychometric properties of a novel online tool (the Social Network analysis Perceived Social Support—SNaPSS) designed to measure structural and functional components of social networks among autistic as well as TD students making the transition to university. Firstly, autistic students were able to complete the tool. Their feedback indicated that the tool was clear in its format, use of language, and relevance of items to the different areas related to academic, daily living, and socialization in relation to transition to university, thus indicating the SNaPSS showed good face validity. Based on participants’ verbal and written feedback, two changes are made to the questions included in the questionnaire. First, a question about whether the student has taken a gap year before entering university is added. Second, questions that separately assessed students’ perceived anxiety, stress, and depressed/low mood were combined into a single question that asked about general distress (e.g., anxiety, stress, and depressed/low mood) across academic, daily living, and socialization areas. Combining into a single question will help to reduce both the repetitiveness of the tool, and also help shorten completion time for future research.
Secondly, the tool effectively captured diverse accounts of social networks in terms of structural and functional aspects across this group of autistic students, which can be both quantified and visualized graphically using ecomaps. The graphical representations of networks based on students’ self reports clearly demonstrate the range of complexity and also individual differences in the network composition when broken down by family, friends, and other network members. Using graphical representations to capture changes in social network structure may be especially helpful to summarize and reflect on the dynamic social environment that the student is embedded in at university. Identifying changes in network structure in relation to both size and density may help outline the strengths of social relationships within a social network, and to differentiate between individuals that may be more pivotal or more peripheral in both sustaining connections within the social network structure, and also for providing social support.
Taken together the findings from both SNS and PSS, participants in the feasibility study were able to utilize the novel online tool to help generate an overview of both the structural and functional social network that they perceive to be important to them, and have found the tool to be able to successfully capture a wide range of academic, daily living, and socialization issues during transition to university.
Furthermore, the convergent validity study also gave rise to three key findings. First, both autistic and TD students showed a high positive correlation between social anxiety and perceived distress frequency across academic, daily living, and social domains on the SNaPSS. The breadth of influence that social anxiety had on students’ perceived distress beyond that of the social domain highlights the importance of socialization underlying all aspects of university life. The current findings may not be too surprising in the context of previous research findings, which have shown that students who perceived higher levels of social and emotional support from peers at university experienced better transition outcomes overall at university, and also better mental health (Swenson et al.
2008). Therefore, having the confidence to socialize with others and make new friends at university might not only help alleviate some of the socialization distress, but also help an individual access broader support in academic and daily living areas, thus supporting a better overall transition. It might therefore be helpful for all students, regardless of having autism, to receive some support to recognize, manage, and overcome social anxiety at the start of the academic year, which might in turn help elicit more widespread positive changes in other non-social aspects of the students’ lives.
Second, for SNS, whereas social network size was associated with level of autistic-like traits in TD students, the same pattern was not observed for autistic students. One potential explanation may be that given the AQ offers a broader account of both behavioral and social traits associated with autism, it was more sensitive to detect a broader range of autistic-like traits in the TD student group, and thus the greater variations in AQ scores may have been more sensitive to variations in SNS size. In contrast, the range of AQ scores was much narrower in the small autistic sample, and the smaller individual variance may have reduced statistical power to detect the differences in social network size. Future studies can further evaluate the relationship between autism symptom severity and SNS by using a larger sample of autistic students, and measure autism symptom severity using a variety of clinician, parent, and self-reports to further capture individual variances in autism severity.
Third, the degree of support provided by family and friends as measured by the SNaPSS demonstrated good convergent validity with the MSPSS, another well-validated measure of perceived social support. Some differences were observed in the properties of SNaPSS in this respect between TD and autistic students. There was good convergence between the measures across family and friends’ support as reported by TD students, but only in the friends domain for autistic students. One potential factor that could have caused this discrepancy is that the traditional measures of PSS such as MSPSS place a stronger emphasis on availability of emotional support, rather than more practical aspects of support such as information seeking/daily living (an emphasis of the SNaPSS). Therefore, it may be that for TD students, there is some degree of conflation between reporting the practical and emotional side of PSS from family and friends. TD students may be more likely to turn to the same social contacts both instrumental and emotional support, and instrumental support provided by others may also be perceived to carry some emotional salience. In contrast, this conflation between reporting practical instrumental support and emotional support may be less common amongst autistic students in their self-report. Differences in convergence between SNaPSS and MSPSS for autistic and TD students may therefore be partially due to differences in reporting style. Using a larger sample of autistic students in the future, and focusing on the differences in factual recall of instrumental versus emotional support between autistic and TD students can help further assess factors underlying the differences in convergent validity observed in the current study.
It is important to note that the SNaPSS is developed as a self-report measure, though the use of self-reports in autistic population is often a topic of debate, as some autistic individuals might experience difficulties in introspection as well as emotion recognition, which might influence their ability to consciously report their own experiences (Ben Shalom et al.
2006; Bird et al.
2010; Mazefsky et al.
2011). Some research studies have also found little convergence between autistic individuals’ self- reports of psychological symptoms when compared to parental or clinician report, further challenging whether self-reports are equally valid and accurate in autism research (Mazefsky et al.
2011).
However, one recent systematic review investigating the transition experience of autistic students to university found that the majority of research on recommendations for transition plans and interventions have been theoretically based, with few studies concentrating on the autistic students’ subjective experience of the transition process (Gelbar et al.
2014). The authors highlighted the importance for future research to directly assess the subjective experiences of autistic students at university, and to utilize self-reports of first-hand experiences to better inform evidence-based practice for helping autistic students transitioning to university (Gelbar et al.
2014).
The transitional changes in both SNS and PSS is a subjective and unique experience for each individual, and the current novel online tool SNaPSS therefore provides a structured way for autistic students to report their own personal perception of both their structural and functional social network that they consider to be most important to them. This is especially important as the young person grows older and faces transitional changes such as going to university, as the social changes they are experiencing are unique to that young person, and there may not be a single “other” person who is able to give a holistic perspective as to what the social world of that young person is like across multiple contexts (e.g., home, school, university, work etc.). For example, a family member may only be able to report on how frequently the young person is in contact with family members only, but may be unable to accurately comment on the people that the young person is in contact with at university, or at his/her job. Such limited scope for any single “other” network member to report on the young person’s social world might only provide a very skewed or inaccurate representation of the overall social network of the young person in question. Furthermore, given that the SNaPSS focuses on the young person’s perception of their personal SNS and PSS, it may be difficult for others to accurately report on what they believe to be what the young person perceives their social world to be, and which people the young person considers to be closest to him/her. Although an other-user version of SNaPSS may enable a specific network member perceived to be closed to the younger person to provide validation for a single domain of an individual’s social network and perception of support provided by that domain only (such as family, school, university, or work etc.), this would be of limited utility in respect of the measurement tool as a whole to capture an individual’s holistic social world. Therefore, although the use of self-report may suffer from reporting bias as a limitation, in the case of transitioning to university or adulthood, the nature of using self-report for the purpose of SNaPSS is both necessary and essential.
Providing insight into autistic students’ perception of support from various social network members can be particularly informative for university stakeholders to adopt a more holistic and systemic perspective when formulating transition plans. The current tool (SNaPSS) can therefore help stakeholders monitor how best to integrate different social resources such as family, peers, and university staff to ensure both a continuation of support during transition to university, and that each type of social network member can provide more specialized and efficient support to meet students’ needs.
Future Research
Future studies should seek to adopt a longitudinal design over the first year of university life to help monitor changes in both SNS and PSS during the transition process. This would better assess whether changes in either SNS and/or PSS observed may be associated with university transition outcomes in either student group. Characterizing differences in how changes in SNS and PSS can influence transition outcomes can help university stakeholders design more tailored interventions to better support each student group during their university transition, further enhancing students’ university experience.
The current SNaPSS is a novel online tool that uses ecomap structure to capture both quantitatively and qualitatively the unique SNS and PSS from network members that an individual perceives to be close to them. The current format of SNaPSS focuses on students’ social relationships throughout the transition to traditional college attendance, the measure could also be adapted for autistic students who are making the transition to post-secondary education delivered via distance learning or online attendance. This would involve asking students to consider online and offline social contacts separately when completing the social network structure section of the SNaPSS, participant can then explicitly state which social network members they have concluded are online only, offline only, or both. This would enable the construction of different types of ecomaps depending on the researcher’s interest as to whether to investigate the combined social network structure, or one mode only.
Next, although the current SNaPSS tool focuses on using self-report tool to highlight an individual’s perception of their personal social world, one potential future direction is to evaluate whether the development of an other-user version of SNaPSS may be more useful for use with younger population (such as autistic school-age children) or with individuals with intellectual disability, who might be unable to accurately generate self-report of their overall social network, and need to rely on adults who are working closely with them to help report their social network structure and perceived social support.
Beyond the focus for examining areas associated with transition to university per se, the tool can be adapted for use with other populations, and examine other areas of support both during other important life transitions, such as school, employment, and aging, but also may be helpful as a way to routinely monitor an individual’s closest social world. The structure and format of questions included in the SNaPSS can serve as a framework for measuring SNS and PSS more broadly, and future research can adapt the tool for use beyond the current university student population, and assess the broader face validity of the SNaPSS across multiple settings.
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