Meta-Analysis of Theory of Mind and Peer Popularity in the Preschool and Early School Years

Autor/inn/en	Slaughter, Virginia; Imuta, Kana; Peterson, Candida C.; Henry, Julie D.
Titel	Meta-Analysis of Theory of Mind and Peer Popularity in the Preschool and Early School Years
Quelle	In: Child Development, 86 (2015) 4, S.1159-1174 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12372
Schlagwörter	Child Development; Theory of Mind; Meta Analysis; Young Children; Correlation; Scores; Peer Relationship; Age Differences; Gender Differences; Rejection (Psychology); Peer Acceptance + Suchen Sie Ihr Suchwort? Kindesentwicklung; Meta-analysis; Metaanalyse; Frühe Kindheit; Korrelation; Peer-Beziehungen; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Ablehnung
Abstract	It has been argued that children who possess an advanced theory of mind (ToM) are viewed positively by their peers, but the empirical findings are mixed. This meta-analysis of 20 studies including 2,096 children (aged from 2 years, 8 months to 10 years) revealed a significant overall association (r = 0.19) indicating that children with higher ToM scores were also more popular in their peer group. The effect did not vary with age. The effect was weaker for boys (r = 0.12) compared to girls (r = 0.30). ToM was more strongly associated with popularity (r = 0.23) than with rejection (r = 0.13). These findings confirm that ToM development has significant implications for children's peer relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01