Theory of Mind and Peer Attachment in Adolescence

被引:13
|
作者
Bialecka-Pikul, Marta [1 ]
Stepien-Nycz, Malgorzata [1 ]
Szpak, Marta [1 ]
Grygiel, Pawel [1 ]
Bosacki, Sandra [2 ]
Devine, Rory T. [3 ]
Hughes, Claire [4 ]
机构
[1] Jagiellonian Univ, Krakow, Poland
[2] Brock Univ, St Catharines, ON, Canada
[3] Univ Birmingham, Birmingham, W Midlands, England
[4] Univ Cambridge, Cambridge, England
关键词
adolescence; peer attachment; theory of mind; MAXIMUM-LIKELIHOOD-ESTIMATION; MIDDLE CHILDHOOD; INDIVIDUAL-DIFFERENCES; PROSOCIAL BEHAVIOR; GENDER-DIFFERENCES; SOCIAL-SKILLS; SILENT-FILMS; MISSING DATA; CHILDREN; LANGUAGE;
D O I
10.1111/jora.12630
中图分类号
D669 [社会生活与社会问题]; C913 [社会生活与社会问题];
学科分类号
1204 ;
摘要
A growing body of research on theory of mind (ToM) highlights its significance for childhood social outcomes. Extending the developmental scope of this work, the current study investigated links between advanced ToM abilities and peer attachment in adolescence. Polish adolescents (16 to 18 years old; N = 302; 57.6% girls) completed two advanced ToM measures and reported on their peer attachment. With the effects of age and language controlled, girls scored higher than boys for both advanced ToM and peer attachment. However, the association between these measures was only significant in boys. These results are discussed in terms of theory and research on gender-specific approaches to social cognitive development in adolescence.
引用
收藏
页码:1202 / 1217
页数:16
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