Abstract
Executive functions and social cognition (i.e., the mental operations that underlie social interaction) are essential for children’s successful interactions, yet their role in peer social competence among children with and without a migration background is still underexplored. This study investigated the influence of inhibitory control and two domains of social cognition (theory of mind and facial emotion recognition) on children’s peer social competence exploring moderation by children’s migration background. First graders in Italy (n = 321, M age = 6.4 years, 45% girls, and 39% with a migration background) completed standardized tests, while teachers rated students’ peer social competence. The results indicated that immigrant-origin children were perceived as being less socially competent than their non-immigrant counterparts. Among children with a migration background, better inhibitory control and facial emotion recognition skills were linked to increased peer social competence. Following the presentation of these results, we will discuss the implications for both developmental theory and practice.
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