Positive and negative associations between autistic traits and work motivation among Japanese university students: implications for career support in higher education

Purpose This study examined how autistic traits and autism-related difficulties are associated with work motivation among Japanese university students seeking employment after graduation. Design/methodology/approach A cross-sectional questionnaire survey was conducted with 124 university students. Participants completed measures of autistic traits, autism-related difficulties and work motivation. Correlation analyses and multiple regression analyses were conducted using total scores and subscale scores. Findings Overall autistic traits were negatively associated with work motivation, whereas autism-related difficulties did not explain additional variance beyond autistic traits. Subscale-level analyses showed that social-skill difficulties and attention-switching difficulties were negatively associated with work motivation. In contrast, attention to detail was positively associated with work motivation. Practical implications Career support in higher education should not treat autistic traits as uniformly maladaptive. Support should address social and attentional-switching difficulties while also helping students recognize strengths such as attention to detail and translate them into career-relevant skills. Originality/value This study highlights both negative and positive associations between dimensions of autistic traits and work motivation. The findings contribute to neurodiversity-informed career support by suggesting that autistic-like characteristics may include both support needs and potential strengths.