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, Kali Trzesniewski, Peter Clive Mundy, Marjorie Solomon Friedman

Research output: Contribution to journalArticle


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.

Original languageEnglish (US)
Pages (from-to)1-8
Number of pages8
JournalJournal of Autism and Developmental Disorders
StateAccepted/In press - Nov 22 2017



  • Academic performance
  • Academic self-concept
  • Autism spectrum disorders
  • Learning
  • Math competency
  • Reading competency

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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