Perceived Stress and Subjective Auditory Sensitivity in Autistic and Non-Autistic University Students: A Cross-Sectional Comparative Study

Autistic individuals frequently report auditory hypersensitivity, which may affect academic participation, social functioning, and well-being. However, the association between perceived stress and subjective auditory sensitivity remains insufficiently explored in autistic university students, a population exposed to high cognitive, social, and sensory demands. Objective: This study examined the association between perceived stress and subjective auditory sensitivity in autistic and non-autistic university students. Methods: This cross-sectional comparative study included 68 university students: 30 with a formally documented ASD diagnosis and 38 without self-reported ASD, neurological, or auditory disorders. Participants completed the Perceived Stress Scale-14 and the Khalfa Auditory Sensitivity Questionnaire. Between-group comparisons were performed using Mann–Whitney U tests, and associations were examined using Spearman’s rho correlations. Results: The ASD group showed significantly higher scores in perceived stress and total subjective auditory sensitivity than the comparative group (p < 0.001). Likewise, significantly higher scores were observed in all Khalfa questionnaire subscales among participants with ASD (p < 0.001). In the ASD group, moderate positive correlations were identified between perceived stress and total subjective auditory sensitivity (rho = 0.39; p = 0.035), as well as the attentional dimension (rho = 0.39; p = 0.034). In the comparative group, significant positive correlations were observed between perceived stress and total subjective auditory sensitivity (rho = 0.62; p < 0.001), as well as all Khalfa subscales. Although auditory sensitivity scores were markedly higher in the ASD group, the association between perceived stress and auditory sensitivity was stronger and more consistent across subscales in the comparative group. Conclusions: Perceived stress is associated with subjective auditory sensitivity in university students, regardless of diagnostic status. However, the markedly higher auditory sensitivity observed among autistic students may reflect a broader sensory vulnerability not fully explained by perceived stress alone.