Swipe om te navigeren naar een ander artikel
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.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359–373. CrossRef
Chen, P. P. (2002). Exploring the accuracy and predictability of the self-efficacy beliefs of seventh-grade mathematics students. Learning and Individual Differences, 14(1), 77–90. CrossRef
Constantino, J. N., Davis, S. A., Todd, R. D., Schindler, M. K., Gross, M. M., Brophy, S. L., et al. (2003). Validation of a brief quantitative measure of autistic traits: Comparison of the social responsiveness scale with the autism diagnostic interview-revised. Journal of Autism and Developmental Disorders, 33(4), 427–433. CrossRefPubMed
Craven, R. G., Marsh, H. W., & Debus, R. L. (1991). Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept. Journal of Educational Psychology, 83(1), 17–27. CrossRef
Elbaum, B., & Vaughn, S. (2001). School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis. The Elementary School Journal, 101(3), 303–329. CrossRef
Guay, F., Larose, S., & Boivin, M. (2004). Academic self-concept and educational attainment level: A ten-year longitudinal study. Self and Identity, 3(1), 53–68. CrossRef
Häussler, P., & Hoffmann, L. (2002). An intervention study to enhance girls’ interest, self-concept, and achievement in physics classes. Journal of Research in Science Teaching, 39(9), 870–888. CrossRef
IBM Corp. (2015). IBM SPSS statistics for windows, version 23.0. Armonk, NY: IBM Corp.
Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule: ADOS-2. Los Angeles: Western Psychological Services.
Marsh, H. W. (1992). Self Description Questionnaire (SDQ) II: A theoretical and empirical basis for the measurement of multiple dimensions of adolescent self-concept: An interim test manual and a research monograph. Macarthur: University of Western Sydney, Faculty of Education.
McIntyre, M., Solari, E., Gonzales, J., Solomon, M., Swain-Lerro, L., Novotny, S., et al. (2017a). The scope and nature of reading comprehension impairments in higher functioning school-aged children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47, 2838–2860. CrossRefPubMed
McIntyre, N., Solari, E., Grimm, R., Swain-Lerro, L., Gonzalez, J., & Mundy, P. (2017b). A comprehensive examination of reading heterogeneity in students with high functioning autism: Distinct reading profiles and their relation to autism symptom severity. Journal of Autism and Developmental Disorders, 47(4), 1086–1101. CrossRefPubMed
O’Mara, A. J., Marsh, H. W., Craven, R. G., & Debus, R. L. (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist, 41(3), 181–206. CrossRef
Rutter, M., Bailey, A., & Lord, C. (2003). The social communication questionnaire: Manual. Los Angeles: Western Psychological Services.
Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 16–31). New York: Academic Press.
Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., & Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. Educational Psychology, 34(1), 49–72. CrossRef
Shell, D. F., Murphy, C. C., & Bruning, R. H. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81(1), 91. CrossRef
Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44(5), 331–349. CrossRef
Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39(2), 111–133. CrossRef
Verhoeven, E., Marijnissen, N., Berger, H., Oudshoorn, J., Van Der Sijde, A., & Teunisse, J. (2012). Brief report: Relationship between self-awareness of real-world behavior and treatment outcome in autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(5), 889–894. CrossRefPubMed
Wahlberg, T., & Magliano, J. P. (2004). The ability of high function individuals with autism to comprehend written discourse. Discourse Processes, 38(1), 119–144. CrossRef
Wechsler, D. (2010). Wechsler individual achievement test (2nd ed.). San Antonio, TX: Pearson.
Wechsler, D., & Hsiao-Pin, C. (2011). WASI-II: Wechsler abbreviated scale of intelligence. San Antonio, TX: Pearson.
Wehmeyer, M. L., Shogren, K. A., Zager, D., Smith, T. E., & Simpson, R. (2010). Research-based principles and practices for educating students with autism: Self-determination and social interactions. Education and Training in Autism and Developmental Disabilities, 45, 475–486.
Wei, X., & Marder, C. (2012). Self-concept development of students with disabilities: Disability category, gender, and racial differences from early elementary to high school. Remedial and Special Education, 33(4), 247–257. CrossRef
Wiederholt, J. L., & Bryant, B. R. (2012). Gray oral reading tests––Fifth edition (GORT-5). Austin, TX: Pro-Ed.
Zajic, M., McIntyre, N., Swain-Lerro, L., Oswald, T., & Mundy, P. (2016). Written communication expression in higher-functioning, school-age children with autism spectrum disorders. Autism. https://doi.org/10.1177/1362361316675121.
- Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder
James B. McCauley
Matthew C. Zajic
Tasha M. Oswald
Lindsey E. Swain-Lerro
Nancy C. McIntyre
Michelle A. Harris
Peter C. Mundy
- Springer US