Abstract
The present study tested the longitudinal relations among children's theory of mind (ToM), sensitivity to criticism, school engagement, and academic achievement. One hundred and twenty-one school-age typically developing children completed a ToM task (understanding of faux pas), sensitivity to criticism task (emotional reaction and motivation for improvement after critique, 30 months after ToM), and a language and mathematics achievement test (twice, 40 months apart). Teachers assessed children's school engagement 40 months after ToM. The results show that the scores on the Faux Pas Recognition Test predicted the children's motivation for improvement and language and mathematics scores. In turn, motivation predicted school engagement, and engagement predicted language and mathematics scores, even when the initial level of achievement was controlled. A hypothesized sequential mediation was established among ToM, motivation, engagement, and academic achievement. Overall, the present study emphasizes the importance of ToM development for children's academic achievement and overall functioning in school.
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