Primary school Children’s Theory of Mind as Predictor of Self-reported Bullying and Victimization: The Moderating Role of Empathy and Social Competence

Abstract

The present study aimed at investigating the role of Theory of Mind (ToM) as predictor of primary school children’s self-reports of bullying and victimization. Affective empathy and aspects of social competence were investigated as moderating factors of the above relation. A total of 132 primary school children (62 boys and 70 girls) from 3 rd to 6 th grade participated in the study. The socio-cognitive aspect of ToM was examined individually through the administration of various ToM stories that evaluate: (a) the recognition of faux-pas, (b) the understanding of second-order false belief, (c) the ability to attribute complex intentional states and (d) the ability to predict the emotional reactions of others. Bullying, victimization, affective empathy and social competence were examined in groups through self-report questionnaires. The results of multiple linear regressions showed, in accordance with previous findings, that performance on ToM tasks was a significant predictor of children’s self-reports of acting as bullies. Further, only the aspects of antisocial behavior, such as disruptive behavior and irritability, were found to be significant moderators of the relationship between ToM and bullying. The pattern of interaction was differentiated between the two genders. ToM was not found, however, to be a significant predictor of children’s self-reports for victimization. Theoretical and practical implications of the present results are discussed.