| Title |
Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, November 2017
|
| DOI | 10.1007/s10803-017-3403-y |
| Pubmed ID | |
| Authors |
James B. McCauley, Matthew C. Zajic, Tasha M. Oswald, Lindsey E. Swain-Lerro, Nancy C. McIntyre, Michelle A. Harris, Kali Trzesniewski, Peter C. Mundy, Marjorie Solomon |
| Abstract |
A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 50% |
| Unknown | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 121 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 121 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 15 | 12% |
| Student > Master | 15 | 12% |
| Student > Doctoral Student | 10 | 8% |
| Researcher | 9 | 7% |
| Student > Postgraduate | 9 | 7% |
| Other | 28 | 23% |
| Unknown | 35 | 29% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 36 | 30% |
| Social Sciences | 13 | 11% |
| Neuroscience | 8 | 7% |
| Mathematics | 5 | 4% |
| Linguistics | 3 | 2% |
| Other | 14 | 12% |
| Unknown | 42 | 35% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 28 May 2019.
All research outputs
#18,716,597
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#4,253
of 5,240 outputs
Outputs of similar age
#314,544
of 444,070 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#91
of 120 outputs
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