Pride and Mastery in Children with Autism


Requests for reprint to: Connie Kasari, Graduate School of Education, 126 Moore Hall, UCLA, Los Angeles, CA 90024, U.S.A.


Abstract The goal of This sunk was to compare expressions of pride and mastery in samples of preschool autistic, mentally retarded and normal children. A paradigm was used in which children completed developmentally appropriate puzzles, both with and without praise. Results indicated that compared to the other children, as many autistic children smiled upon completion of the tusk, but many fewer looked up to share their pleasure with the parent or experimenter or drew attention to the task. Moreover, significantly more autistic children showed avoidant responses, particularly in response, to praise. These findings are discussed in terms of theoretical issues regarding the development of pride and mastery in children with significant social deficiencies.