Literaturnachweis - Detailanzeige
| Autor/inn/en | Caputi, Marcella; Lecce, Serena; Pagnin, Adriano; Banerjee, Robin |
|---|---|
| Titel | Longitudinal Effects of Theory of Mind on Later Peer Relations: The Role of Prosocial Behavior |
| Quelle | In: Developmental Psychology, 48 (2012) 1, S.257-270 (14 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0012-1649 |
| DOI | 10.1037/a0025402 |
| Schlagwörter | Theory of Mind; Prosocial Behavior; Peer Relationship; Student Adjustment; Verbal Ability; Peer Acceptance; Rejection (Psychology); Role; Social Cognition; Elementary School Students; Longitudinal Studies |
| 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. (Contains 2 figures and 2 tables.) (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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