‘I’m in control’: Utilising Self-Determination Theory in understanding what motivates autistic adolescents when engaging online

Background Like their neurotypical peers, neurodivergent adolescents spend significant amounts of time online, in both gaming and socialising. This is especially true for autistic adolescents, who may experience challenges in understanding the social cues and rules governing a neurotypical social world. Online gaming and socialising, referred to in this study as online engagement, can help decrease this gap, offering a comfortable environment with fewer of the social challenges associated with face-to-face settings. To better understand the mechanics of online engagement, this study utilised Self-Determination Theory (SDT) to explore the motivations behind autistic adolescents’ participating in online activities, highlighting how their core psychological needs are met in online environments. Methods The study adopted an exploratory qualitative design to explore the motivations behind autistic adolescents’ online engagement. A total of 32 autistic students from high schools in Western Australia participated in semi-structured interviews exploring intrinsic and extrinsic motivators driving online engagement, utilising questions based on concepts from SDT. Results Our participants were primarily motivated to engage in online activities that were supportive of autonomy and relatedness, that is, they afforded them control, allowing them to connect with real life family and friends. Communicating in person was described as more genuine and preferred for cultivating meaningful relationships with others, with online interactions perceived as having minimal impact on social skills. Social networks did not expand because of online engagement. Conclusion This study highlights the drive for and importance of autonomy and social connection in autistic adolescents’ lives. It confirms the findings of emerging literature suggesting that real life relationships are highly valued by autistic adolescents and challenges previous research indicating online interactions contribute to improvements in social skills and expanding social networks for this group. As a recommendation, online engagement should be leveraged as a supportive context that enables autistic adolescents to exercise autonomy and maintain existing relationships, while efforts to expand social networks and develop new social skills should remain focused on structured, face-to-face opportunities.