Journal article Open Access

Longitudinal effects of theory of mind on later peer relations: The role of prosocial behavior.

Caputi, Marcella; Lecce, Serena; Pagnin, Adriano; Banerjee, Robin


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{
  "description": "Children's peer relations represent a key aspect of school adjustment. However, little is known about\ntheir social-cognitive precursors. To address this gap, the authors followed 70 children across the\ntransition to primary school. At Time 1 (age 5), Time 2 (age 6), and Time 3 (age 7), children were\nassessed on their theory of mind, prosocial behavior, and verbal ability. In addition, at Time 2 and at Time\n3, the authors gathered peer nominations. Results supported the authors' mediational hypothesis of\nindirect paths from early theory of mind to subsequently lower peer rejection and higher peer acceptance,\nvia improvements in prosocial behavior. The authors discuss implications of these longitudinal effects for\nthe understanding of the impact of social-cognitive achievements for children's developing social\nrelations.", 
  "license": "https://creativecommons.org/licenses/by-sa/4.0/legalcode", 
  "creator": [
    {
      "@type": "Person", 
      "name": "Caputi, Marcella"
    }, 
    {
      "@type": "Person", 
      "name": "Lecce, Serena"
    }, 
    {
      "@type": "Person", 
      "name": "Pagnin, Adriano"
    }, 
    {
      "@type": "Person", 
      "name": "Banerjee, Robin"
    }
  ], 
  "headline": "Longitudinal effects of theory of mind on later peer relations: The role of prosocial behavior.", 
  "image": "https://zenodo.org/static/img/logos/zenodo-gradient-round.svg", 
  "datePublished": "2012-01-01", 
  "url": "https://zenodo.org/record/896889", 
  "@context": "https://schema.org/", 
  "identifier": "https://doi.org/10.1037/a0025402", 
  "@id": "https://doi.org/10.1037/a0025402", 
  "@type": "ScholarlyArticle", 
  "name": "Longitudinal effects of theory of mind on later peer relations: The role of prosocial behavior."
}
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