The adolescent mind in school: theory of mind and self-concept in Canadian and Polish youth

Bosacki, Sandra; Białecka‐Pikul, Marta; Szpak, Marta

doi:10.1080/02673843.2013.804423

Cited by 7 publications

(9 citation statements)

References 41 publications

(55 reference statements)

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“…This total score demonstrated acceptable internal reliability (α = .62), and the two stories were positively correlated (r = .63, p < .001). These psychometrics are similar to those obtained in past studies in which the SAS was employed with children and young adolescents (e.g., Bosacki, 2000;Bosacki & Astington, 1999;Bosacki et al, 2013).…”

Section: Theory Of Mindsupporting

confidence: 86%

“…Modified Social Ambiguous Stories (MSAS, Bosacki et al, 2015). This questionnaire features the same stories and questions as the original Social Ambiguous Stories interview task (SAS, Bosacki & Astington, 1999) but was modified for administration as a questionnaire by the third and original author by specifying multiple fixed-answer responses that were typical of those responses that children produced in the interview format.…”

Section: Theory Of Mindmentioning

confidence: 99%

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Theory of mind, gender, gains in friendships versus peer acceptance and anxious solitude from middle childhood through early adolescence

2022

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This investigation proposes that theory of mind (ToM) may be related more strongly to change in friendships than peer acceptance in late middle childhood through early adolescence, and examines the relation between ToM and anxious solitude. Fourth grade ToM was tested as a predictor of change in reciprocated friendships, peer acceptance, and anxious solitude from 4th to 7th grade, and, conversely, reciprocated friendships, peer acceptance, and anxious solitude in 3 rd grade were tested as predictors of 4th grade ToM. Gender moderation of these relations was evaluated. Participants were 688 American public-school children (51.5% girls), 193 of whom completed a ToM questionnaire in 4th grade. In 3rd-7th grade children and their peers reported reciprocated friendship, and peers reported peer acceptance and anxious solitude annually. A multi-group (gender split) autoregressive cross-lagged panel analysis modeled relations between ToM and reciprocated friendship, peer acceptance, and anxious solitude over time. Consistent with hypotheses, girls' more advanced 4th grade ToM predicted incremental gains in their number of friendships two years later, but not their peer acceptance. In contrast, boys' more advanced 4th grade ToM did not predict change in their number of friendships or peer acceptance over time. Gender differences in the relation between ToM and friendship are discussed in the context of gender-specific peer relations

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Section: Theory Of Mindsupporting

confidence: 86%

Section: Theory Of Mindmentioning

confidence: 99%

Theory of mind, gender, gains in friendships versus peer acceptance and anxious solitude from middle childhood through early adolescence

2022

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“…To assess advanced ToM at both time points, we used the Modified Social Ambiguous Story Task (Bosacki et al, 2013), conducted as individual interviews with two brief vignettes consisting of an ambiguous social situation. In each story, two protagonists take some action toward the third person, and this action may be justified in different ways.…”

Section: Methodsmentioning

confidence: 99%

“…Existing studies on gender differences in ToM mostly refer to children or preadolescents and are still inconclusive, with some studies finding that girls score higher than boys (Bosacki, Białecka-Pikul, & Szpak, 2013; Devine & Hughes, 2013; Walker, 2005). However, some of the research confirms that gender differences are found in adolescents’ social cognitive and language abilities, favoring the girls’ understanding of interpretive mental processes over boys during mid-adolescence (Białecka-Pikul et al, 2017; Weimer et al, 2017).…”

Section: Statement Of Contributionmentioning

confidence: 99%

Theory of Mind in Adolescence: Developmental Change and Gender Differences

Stępień–Nycz

Bosacki

Białecka‐Pikul

2020

The Journal of Early Adolescence

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The theory of mind (ToM) is the ability to understand mental states in others. The previous research has highlighted age- and language-dependent effects during childhood and provided inconsistent data regarding the role of gender. Notably, these variables were rarely studied simultaneously among adolescents. Accordingly, this short longitudinal study explored age and gender differences in advanced ToM among 233 13- and 16-year-old Polish adolescents. Controlling for language, results indicated that females outperformed males in advanced ToM measurement (Ambigous Stories task). No differences were revealed between younger and older adolescents over 18 months, although for the total sample, a small increase in the quality of ToM explanations was found. Implications for gender and developmentally sensitive measurements of advanced ToM are discussed.

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“…Second, adolescents with low ToM abilities may interpret neutral emotions as hostile attitudes towards them (Liu et al, 2018; Shakoor et al, 2012), so bullying behavior may serve as an aggressive way to protect themselves against anticipated threats (Badenes et al, 2000; Fink et al, 2015). Third, individuals with low ToM capacity may misunderstand jokes and ironic conversations (Bosacki et al, 2015). This may trigger retaliatory aggression and then lead to bullying behaviors.…”

Section: Discussionmentioning

confidence: 99%

The associations between reading mind in the eyes abilities, alexithymia, empathy, and bullying behavior in Turkish adolescents

Demirdöğen

Aluç

Akdeniz

et al. 2022

Child Adoles Psych Nursing

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Problem The development of any program to reduce bullying is possible with a better understanding of the associated underlying factors with its emergence. This study, therefore, aimed to investigate three different social cognitive abilities: abilities to read minds in the eyes, alexithymic personality traits, and empathy, in association with bullying behaviors in adolescents. Although these factors have been studied separately, our data highlighted their effect, relationship, and interconnectivity. Methods The participants consisted of 351 adolescents (57.8% girls) aged 13–16 years (mean: 14.32 ± 0.73 for girls, 14.38 ± 0.86 for boys). The data used in this cross‐sectional study were collected using self‐reported questionnaires. Pearson's moment product correlation analysis and hierarchical linear regression analysis were performed to evaluate the associations between variables. Findings Bullying behavior levels were higher in male adolescents compared with females. The results indicated that bullying behavior was associated with low levels of reading minds in the eyes abilities, alexithymic personality traits, and low affective empathy levels. Conclusion These findings highlight the critical impact of the poor comprehension of mental states and emotional statuses of other people and low emphatic thinking capacity in the emergence of bullying behaviors among adolescents. Therapeutic interventions focusing on improving these factors may therefore be useful in prevention and management programs for bullying behavior.

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The adolescent mind in school: theory of mind and self-concept in Canadian and Polish youth

Cited by 7 publications

References 41 publications

Theory of mind, gender, gains in friendships versus peer acceptance and anxious solitude from middle childhood through early adolescence

Theory of mind, gender, gains in friendships versus peer acceptance and anxious solitude from middle childhood through early adolescence

Theory of Mind in Adolescence: Developmental Change and Gender Differences

The associations between reading mind in the eyes abilities, alexithymia, empathy, and bullying behavior in Turkish adolescents

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