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

Dublin Core Export

<?xml version='1.0' encoding='utf-8'?>
<oai_dc:dc xmlns:dc="" xmlns:oai_dc="" xmlns:xsi="" xsi:schemaLocation="">
  <dc:creator>Caputi, Marcella</dc:creator>
  <dc:creator>Lecce, Serena</dc:creator>
  <dc:creator>Pagnin, Adriano</dc:creator>
  <dc:creator>Banerjee, Robin</dc:creator>
  <dc:description>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
  <dc:title>Longitudinal effects of theory of mind on later peer relations: The role of prosocial behavior.</dc:title>
Views 292
Downloads 489
Data volume 133.6 MB
Unique views 287
Unique downloads 471


Cite as