Gender Differences in Self-perception of Academic Ability in Autistic Youth

• In Event: Academic and Behavioral Outcomes Among Children with Developmental Disabilities

Abstract

The emergence of self-perception, defined here as the ability to estimate one’s own competencies, is an important factor in development that is intertwined with many behavioral aspects, including social functioning and academic achievement (Harter, 2012). Research involving youth with ADHD has demonstrated a positive illusory bias in self-perception across social, academic, and symptom domains (McQuade et al., 2011; Owens et al., 2007). The positive illusory bias within children and adolescents with ADHD is most evident when estimations of competency are compared to a third-party report of competency or actual performance on a task (Owens et al., 2007). Within this context, youth with ADHD tend to over-estimate their competencies and performance compared to their neurotypical peers, even when estimations of competency are similar between the two groups (Owens et al., 2007). Similarly, research has indicated that autistic youth demonstrate an over-estimation of competencies compared to neurotypical peers (Bjorklund & Green, 1992; Harter, 2012). Findings in the autistic literature suggest that compared to parent and teacher reports of competency, autistic youth overestimate their social and emotional functioning abilities and underestimate their symptomatology (Johnson et al., 2009; Green et al., 2000; Vickerstaff et al., 2007). Additionally, research has found that autistic youth engage in self-perception on academic tasks differently than neurotypical peers (Furlano et al., 2015; Furlano. & Kelley, 2019). Other research has suggested that the levels of autistic traits may be influential on self-competency estimations; findings suggest that autistic youth with lower needs do not over-estimate their competencies to the same degree as autistic youth with higher needs (Capps et al., 1995; Vickerstaff et al., 2007).
Research has investigated sex differences in self-perception of competency skills, indicating that NT males/boys tend to over-estimate their competencies to a higher degree than NT females/girls (Colet et al., 1999). Further, findings on over-estimation of competency have varied in ADHD samples, with some indicated similar levels across sexes (Evangelista et al., 2007; Hoza et al., 2004; Owens & Hoza, 2003), and others indicated increased over-estimation of competency in males (Hoza et al., 2004). However, to date no research has investigated sex differences in academic self-perception of competencies within autistic samples. The present study aimed to assess whether sex differences exist in autistic youth's over-estimations on academic self-perception variables, as well as the relationship between self-perception of academic ability and levels of autistic traits. One-hundred and twenty-seven (70 male) autistic youth completed two academic tasks and estimated their performance pre and post. Participants’ parents also completed the Social Communication Questionnaire (SCQ) to assess levels of autistic traits in their child. Findings indicated that males over-estimated their competencies on more self-perception variables than females and that levels of autistic traits were significantly positively related to overall pre- and post-task performance over-estimations. The results of this study provide support for previous findings on sex differences in self-perception patterns of autistic individuals and point to the need for more research to examine the relationships between the variables included. These results will inform potential educational interventions for autistic youth.

Authors

• Laura de la Roche, Queen’s University
  Presenting Author

• Ellen Babb

• Laura Vandervoort

• Elaine Psaradellis

• Brianne Derby

• Elizabeth Anne Kelley, Queen’s University