The Relationship between Theory of Mind and Peer Acceptance in Preschool Children: A Test of the Counterfactual Hypothesis in the Social Domain

Autor/inn/en	Contreras, Antonio; García-Madruga, Juan Antonio
Titel	The Relationship between Theory of Mind and Peer Acceptance in Preschool Children: A Test of the Counterfactual Hypothesis in the Social Domain
Quelle	In: Early Child Development and Care, 193 (2023) 5, S.617-630 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Contreras, Antonio) ORCID (García-Madruga, Juan Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2022.2130908
Schlagwörter	Theory of Mind; Preschool Children; Peer Acceptance; Gender Differences; Predictor Variables; Age Differences; Language Skills; Interaction; Foreign Countries; Beliefs; Play; Spain (Madrid) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Geschlechterkonflikt; Prädiktor; Age; Difference; Age difference; Altersunterschied; Language skill; Sprachkompetenz; Interaktion; Ausland; Belief; Glaube; Spiel
Abstract	Scientific literature indicates that theory of mind (ToM) is less strongly associated with peer acceptance (PA) in the case of boys and the case of negative nominations. This study hypothesizes that these two effects of ToM on PA could be an epiphenomenon of counterfactual reasoning (CFR). Fifty-three 3-5-year-olds participated in this study. The results confirmed the hypothesis. When the total sample nominated, ToM made a significant contribution to explaining positive nominations, but not negative nominations, beyond age, language, gender and CFR. When separately considering the gender of the nominators, ToM accounted for a significant variance in positive nominations only when girls, but not boys, nominated. Furthermore, CFR was a significant predictor of social rejection beyond age, language and gender when the total sample nominated, as well as when each gender nominated separately. This study could contribute to a better understanding of the socio-cognitive genesis of PA. Practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01