Theory of mind and school achievement: The mediating role of social competence

Lecce, Serena; Caputi, Marcella; Pagnin, Adriano; Banerjee, Robin

doi:10.1016/j.cogdev.2017.08.010

Cited by 49 publications

(38 citation statements)

References 118 publications

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“…Early social cognition, for example, as the ability to understand other people's points of view and feelings, predicts children's subsequent school achievement and this pathway is mediated by children's level of social competence. 32 Implicit memory is also essential in learning and robust to cognitive disturbances. Research has shown preserved implicit memory in elderly and children with mental retardation.…”

Section: Discussionmentioning

confidence: 99%

Neuropsychological Functioning and Academic Abilities in Patients with Juvenile Idiopathic Arthritis

Granjon

Rohmer

Doignon-Camus

et al. 2020

Preprint

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Background The involvement of the central nervous system is not rare in rheumatoid diseases. Even though children with juvenile idiopathic arthritis (JIA) may face academic difficulties until adulthood, very few studies have evaluated potential cognitive disorders in these patients. The present research aims to thoroughly investigate the cognitive and neuropsychological functioning of these patients.MethodsWe measured the cognitive profile of JIA patients via their neuropsychological profile, implicit memory and social cognition skills, and estimated their academic performance using reading and mathematics tests. We recruited 21 children with JIA aged 6 to 17 years-old (M = 11.01, SD = 3.30) and 21 healthy children matched in age, gender, academic level (same school class) and socioeconomic status.Results Our results showed that the cognitive profile and estimated academic ability of JIA patients are similar to those of their peers. These results support the hypothesis that children with JIA have the same cognitive predispositions to succeed at school as any other pupil.ConclusionComparing our results with the existing literature, we propose complementary hypotheses for further research. Longitudinal studies seem to be necessary to understand the psychosocial and cognitive processes involved in the development of children with JIA.

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Section: Discussionmentioning

confidence: 99%

Neuropsychological Functioning and Academic Abilities in Patients with Juvenile Idiopathic Arthritis

Granjon

Rohmer

Doignon-Camus

et al. 2020

Preprint

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“…We have shown that, in a school‐based programme, those responses can be improved with young people who have difficulties in these areas. I work with a group of researchers from my collaborating department at the University of Pavia in Italy (Bianco, Lecce and Banerjee, ; Lecce, Caputi, Pagnin, et al., ). We do cross‐cultural work on social understanding that can be demonstrated to improve through conversation‐based intervention.…”

Section: Section 5: Personal Social and Emotional Learning: Accountmentioning

confidence: 99%

Accountability, performance management and inspection: how to enable positive responses to diversity?

Roberts

Whittaker

Starbuck³

et al. 2020

Research in Spec Educ Needs

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This seminar focused on three questions, (1) How can accountability be focused beyond the academic core to cover greater breadth while also being more nuanced and flexible?, (2) How can an OFSTED framework be designed to reward positive responses to diversity? and (3) How can an accountability system give voice to the real experiences of children and young people with SEND?The first presentation was by Dr Jonathan Roberts, LSE, who considered several key questions: How do we think about the purposes, kinds and levels of educational accountability? Does accountability need a simpler and more coherent framework? What does 'being good' at provision for the diversity of pupils mean in practice? What sense can be made of the new proposed Ofsted framework based on this analysis? He argued that accountability in education is not simple, given the variety of stakeholders, the breadth of relationships and the multidimensionality of outcomes create extraordinary challenges in designing robust accountability regimes. His paper in introducing how accountability regimes work in the English schools, presents reasons why accountability for provision for pupils with SEND is not yet sufficiently incisive. It sets out principles for the design and implementation of accountability systems in the SEND field. Throughout a central question recurs: do accountability mechanisms lead to learning, and from learning to service improvement? Accountability systems, especially for children with SEND, must move beyond the description of problems and the implementation of sanctions to constructive action.

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“…This result, therefore, empirically supports the practical value of inclusive classrooms and their importance for this population's development. Learning in inclusive classrooms as well as developing ToM is certainly important not only for children's present, but also for their future functioning and well-being (Fink, Begeer, Peterson, Slaughter, & de Rosnay, 2015;Kuhnert, Begeer, Fink, & de Rosnay, 2017;Lecce, Caputi, Pagnin, & Banerjee, 2017;O'Toole, Monks, & Tsermentseli, 2017).…”

Section: Con Clus Ionsmentioning

confidence: 99%

Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms

Smogorzewska

Szumski

Grygiel

2019

Research Intellect Disabil

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Background This longitudinal study examines the extent to which a school classroom (inclusive vs. special education) is meaningful for theory of mind (ToM) development among children with mild intellectual disability. Materials and Methods The participant group consisted of 166 primary school‐aged children (M = 8.1, SD = 0.99), 79 of whom attended inclusive classrooms; the remaining 87 were in special education classrooms. Results Although all children developed ToM over time, children's learning of ToM in inclusive classrooms was significantly greater than that seen in special classrooms. The difference remained significant after controlling for age. The present authors have compared children's individual and family characteristics, but there were almost no differences between groups. Conclusions The present authors discuss the results in the light of their importance for children's cognitive and social development. The implications for children's education are also considered.

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Theory of mind and school achievement: The mediating role of social competence

Cited by 49 publications

References 118 publications

Neuropsychological Functioning and Academic Abilities in Patients with Juvenile Idiopathic Arthritis

Neuropsychological Functioning and Academic Abilities in Patients with Juvenile Idiopathic Arthritis

Accountability, performance management and inspection: how to enable positive responses to diversity?

Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms

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