Caputi, Marcella, Lecce, Serena, Pagnin, Adriano and Banerjee, Robin (2012) Longitudinal effects of theory of mind on later peer relations: the role of prosocial behaviour. Developmental Psychology, 48 (1). pp. 257-270. ISSN 0012-1649

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Abstract

Children's peer relations represent a key aspect of school adjustment. However, little is known about their social-cognitive precursors. To address this gap, the authors followed 70 children across the transition to primary school. At Time 1 (age 5), Time 2 (age 6), and Time 3 (age 7), children were assessed on their theory of mind, prosocial behavior, and verbal ability. In addition, at Time 2 and at Time 3, the authors gathered peer nominations. Results supported the authors' mediational hypothesis of indirect paths from early theory of mind to subsequently lower peer rejection and higher peer acceptance, via improvements in prosocial behavior. The authors discuss implications of these longitudinal effects for the understanding of the impact of social-cognitive achievements for children's developing social relations. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Item Type:	Article
Additional Information:	First author was a visiting research intern (as part of my collaboration with her supervisors in Italy). I made a significant contribution to data analysis and writing of the paper.
Schools and Departments:	School of Psychology > Psychology
Depositing User:	Robin Banerjee
Date Deposited:	31 Jan 2013 09:46
Last Modified:	31 Jan 2013 09:46
URI:	http://srodev.sussex.ac.uk/id/eprint/14810

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