The mediating role of theory of mind in the relationship between executive function and conduct problems in elementary school-age children.

Autor/in	Austin, Gina
Titel	The mediating role of theory of mind in the relationship between executive function and conduct problems in elementary school-age children.
Quelle	Potsdam (2015), 171 Bl.Verfügbarkeit Dissertation, Faculty of Human Sciences at the University of Potsdam, 2015.
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Empirische Untersuchung; Längsschnittuntersuchung; Quantitative Forschung; Abweichendes Verhalten; Aggression; Arbeitsgedächtnis; Aufmerksamkeit; Dissozialität; Entwicklungspsychologie; Entwicklungsstörung; Kognitionspsychologie; Kognitionswissenschaft; Kognitiver Prozess; Testaufgabe; Abweichendes Verhalten; Aggression; Brandenburg; Deutschland; Entwicklungspsychologie; Entwicklungsstörung; Grundschule; Kausalität; Längsschnittuntersuchung; Schüler; Aufmerksamkeit; Kognitiver Prozess; Testaufgabe; Kognitionswissenschaft; Arbeitsgedächtnis; Grundschule; Schüler; Verhaltensauffälligkeit; Soziales Verhalten; Kausalität; Brandenburg; Deutschland
Abstract	The publication-oriented dissertation is including three studies: Study I ("The reciprocal relationship between executive function and theory of mind in middle childhood: a 1-year longitudinal perspective") examines whether the robust relationship between [Executive Functions] (EF) and [Theory of Mind] (ToM) found in the preschool years pertains in the elementary-school age. In addition, the direction of effect between both constructs [...] was investigated. Because ToM research so far has focused on the preschool age and has rarely examined the longitudinal relationship between the three subcomponents of EF (attention shifting, inhibition, and WM updating) and ToM in the elementary-school age, this study aims at filling this gap. Study II ("Executive function, theory of mind and conduct problems in elementary school-age children: a 1-year longitudinal analysis") examines the predictive relationship between early EF and later conduct problems over and above the effects of attention deficits. In addition, the predictive relationship between early ToM and later conduct problems was investigated and finally, the potential mediating role of ToM in the link between early EF and later conduct problems was tested. Study III ("Longitudinal relations between cognitive and affective theory of mind with reactive and proactive aggression") examines whether the contradictory findings regarding the relationship between ToM and conduct problems may be attributed to the failure to take the bi-dimensionality of both ToM (cognitive versus affective) and aggression (reactive versus proactive) into account. In addition, the direction of effect between both constructs was investigated in order to gain a better understanding of the direction of causal relations. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/1