Abstract
This study investigated the links between theory of mind, social motivation, and children's social competence in middle childhood and early adolescence. Two hundred and sixty four children (136 girls, 128 boys) aged between 8 and 13 years (M Age=10.88 years, SD=1.45) completed theory-of-mind tests and self-report questionnaires measuring social motivation. Teachers rated children's social competence at school. Teacher-rated social competence was associated with individual differences in both theory of mind and children's motivation to develop and maintain social relationships. Results suggest that while individual differences in social motivation and theory of mind are partially overlapping, both theory of mind ability and social motivation contribute to successful social interaction at school.
Highlights
In middle childhood and adolescence, the social lives of children in industrialized nations become increasingly more complex as they participate in compulsory formal education (OECD, 2018) and spend more time with peers outside the family (e.g., Lam et al, 2014)
This study investigated the links between theory of mind, social motivation, and children’s social competence in middle childhood and early adolescence
The over-arching aim of the current study was to investigate, for the first time, how children’s theory of mind and social motivation contribute to individual differences in social competence in middle childhood and early adolescence
Summary
In middle childhood and adolescence, the social lives of children in industrialized nations become increasingly more complex as they participate in compulsory formal education (OECD, 2018) and spend more time with peers outside the family (e.g., Lam et al, 2014). The over-arching aim of the current study was to investigate, for the first time, how children’s theory of mind and social motivation contribute to individual differences in social competence in middle childhood and early adolescence. In the past decade researchers have extended the focus of work on children’s theory of mind beyond the preschool years documenting continued age-related growth (e.g., Banerjee et al, 2011; Devine & Hughes, 2013; Dumontheil et al, 2010; Lagattuta et al, 2016; Lecce et al, 2017; Osterhaus et al, 2016; Peterson & Wellman, 2019; Weimer et al, 2017) and individual differences in theory of mind in middle childhood and early adolescence (e.g., Devine et al, 2016).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
