Willing and Able? Theory of Mind, Social Motivation, and Social Competence in Middle Childhood and Early Adolescence

Autor/inn/en	Devine, Rory T.; Apperly, Ian A.
Titel	Willing and Able? Theory of Mind, Social Motivation, and Social Competence in Middle Childhood and Early Adolescence
Quelle	In: Developmental Science, 25 (2022) 1, (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Devine, Rory T.) ORCID (Apperly, Ian A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.13137
Schlagwörter	Theory of Mind; Interpersonal Competence; Motivation; Children; Early Adolescents; Teacher Attitudes; Correlation; Individual Differences + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; psychologische; Motivation (psychologisch); Child; Kind; Kinder; Lehrerverhalten; Korrelation; Individueller Unterschied
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01