Theory of Mind in Adolescence: Developmental Change and Gender Differences

Autor/inn/en	Stepien-Nycz, Malgorzata; Bosacki, Sandra; Bialecka-Pikul, Marta
Titel	Theory of Mind in Adolescence: Developmental Change and Gender Differences
Quelle	In: Journal of Early Adolescence, 41 (2021) 3, S.424-436 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stepien-Nycz, Malgorzata)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431620919164
Schlagwörter	Theory of Mind; Gender Differences; Age Differences; Adolescent Development; Middle School Students; Social Cognition; Language Skills; Public Schools; Longitudinal Studies; Adolescents; Foreign Countries; Poland + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Soziale Kognition; Language skill; Sprachkompetenz; Public school; Öffentliche Schule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Polen
Abstract	The theory of mind (ToM) is the ability to understand mental states in others. The previous research has highlighted age- and language-dependent effects during childhood and provided inconsistent data regarding the role of gender. Notably, these variables were rarely studied simultaneously among adolescents. Accordingly, this short longitudinal study explored age and gender differences in advanced ToM among 233 13- and 16-year-old Polish adolescents. Controlling for language, results indicated that females outperformed males in advanced ToM measurement (Ambigous Stories task). No differences were revealed between younger and older adolescents over 18 months, although for the total sample, a small increase in the quality of ToM explanations was found. Implications for gender and developmentally sensitive measurements of advanced ToM are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01