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Tytuł:
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Do Children with Autism Spectrum Disorder Understand Their Academic Competencies?
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Autorzy:
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Furlano R; Department of Psychology, Queen's University, Humphrey Hall, Room 107, 62 Arch Street, Kingston, ON, K7L 3N6, Canada. .
Kelley EA; Department of Psychology, Queen's University, Humphrey Hall, Room 107, 62 Arch Street, Kingston, ON, K7L 3N6, Canada.
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Źródło:
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Journal of autism and developmental disorders [J Autism Dev Disord] 2020 Sep; Vol. 50 (9), pp. 3101-3113.
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Typ publikacji:
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Journal Article
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Język:
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English
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Imprint Name(s):
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Publication: <2006- >: New York, NY : Springer
Original Publication: New York, Plenum Press.
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MeSH Terms:
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Academic Success*
Mental Competency*
Self Concept*
Autism Spectrum Disorder/*psychology
Adolescent ; Child ; Comprehension ; Female ; Humans ; Male
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Contributed Indexing:
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Keywords: Academic competency; Autism spectrum disorders; Feedback; Metacognition; Self-concept; Self-perception
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Entry Date(s):
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Date Created: 20190321 Date Completed: 20201127 Latest Revision: 20201127
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Update Code:
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20240105
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DOI:
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10.1007/s10803-019-03988-0
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PMID:
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30891664
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Research suggests that individuals with autism spectrum disorder (ASD) are unaware of their competencies in many domains. The current study examines whether self-perception of academic competency differs in children with ASD compared to typically-developing (TD) controls and whether estimations change after providing feedback. Sixty participants, 10-15 years of age, completed academic tasks and were asked to predict their performance before and after each task. The ASD group overestimated their performance compared to the TD group except when provided with feedback. The ASD group was significantly more accurate with their perceptions when receiving feedback, which suggests that they are able to process concrete feedback. Future research should attempt to understand the underlying mechanisms and functions of this bias.
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