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

Full text not available from this repository.

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

Item Type:	Article
Additional Information:	874NL Times Cited:2 Cited References Count:114
Keywords:	theory of mind peer relationships prosocial behavior pro-social behavior cross-age perspective individual-differences false-belief middle childhood sociometric status young-children fit indexes preschool-children school
Schools and Departments:	School of Psychology > Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Depositing User:	Robin Banerjee
Date Deposited:	14 Nov 2012 13:25
Last Modified:	14 Nov 2012 13:25
URI:	http://srodev.sussex.ac.uk/id/eprint/42288

📧 Request an update