Predicting school achievement from early theory of mind: Differential effects on achievement tests and teacher ratings.

Autor/inn/en	Lockl, Kathrin; Ebert, Susanne; Weinert, Sabine
Titel	Predicting school achievement from early theory of mind: Differential effects on achievement tests and teacher ratings. Gefälligkeitsübersetzung: Vorhersage von Schulleistungen aus der frühen Theory of Mind: Unterschiedliche Effekte auf Leistungstests und Lehrerurteile.
Quelle	In: Learning and individual differences, (2017) 53, S. 93-102Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2016.11.007
Schlagwörter	Kognitive Kompetenz; Theory of mind; Lehrer; Sprache; Bericht; Leistung; Testen; Vorhersage
Abstract	Studied the longitudinal impact of early theory-of-mind (ToM) capacity on different indicators of scholastic achievement. 86 preschoolers (50% girls; aged 4 years) completed three theory-of-mind tasks and standardized tests of working memory, language, and nonverbal abilities. The children were followed-up with during Grades 1 and 2 (at ages 6 and 7 years, respectively), at which time they were administered a reading test and two tests of mathematical abilities (arithmetic skills and numeracy). Teacher ratings of children's competencies in the domains of literacy, mathematics, attention, and social-emotional aspects were also obtained at follow-up time points. After controlling for socioeconomic status, gender, nonverbal abilities, working memory, and language abilities, the results yielded at best, only weak predictive associations between early ToM capacity and later scholastic test achievement (except for numeracy skills). In contrast, early ToM capacity did significantly predict first-grade teachers' ratings of children's reading and mathematical competencies, even after controlling for said moderator variables. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/2