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Relations of Theory of Mind and Social Competence in School-aged Children

  • THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
  • 2008, 21(1), pp.31-47
  • Publisher : The Korean Society For Developmental Psychology
  • Research Area : Social Science > Psychological Science

Haeyoung Yang 1 Ghim, Hei-rhee 1 김경미 1 Jaisun Koo 2 정명숙 3 박은혜 1

1충북대학교
2중앙대학교
3꽃동네대학교

Accredited

ABSTRACT

This study tested the links among children's theory of mind, social behaviors, and peer acceptance. It administered 146 fourth and sixth grades children mindreading and facial expression tasks, Matson Evaluation of Social Skills with Youngsters, Index of empathy for Children, and Adolescents, and peer nominations. Children's social skill scores correlated most strongly with their empathy scores, and then with their mindreading ability and performance on facial expressions tasks. Peer popularity correlated most strongly with children's social skill scores, and then with their performance on facial expression tasks and empathy scores. Children's empathy scores and performance on facial expression tasks were the best predictors of social skill scores, while their social skill scores and performance on facial expression tasks were the best predictors of peer popularity. The results suggest that children's social skills and ability of recognizing correctly facial expressions are the important factors in determining their peer relations.

Citation status

* References for papers published after 2022 are currently being built.

This paper was written with support from the National Research Foundation of Korea.