Worse Theory of Mind in Only-Children Compared to Children With Siblings and Its Intervention

Zhang, Zhuo; Yu, Haoxue; Long, Muyun; Li, Hui

doi:10.3389/fpsyg.2021.754168

Cited by 3 publications

(4 citation statements)

References 56 publications

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“…Teachers can stimulate the long-term enthusiasm and learning interest of students by designing diverse and interesting teaching methods and providing corresponding assistance to the various interests of students (eg, organising students with the same interests to exchange and evaluate activities) so that they are encouraged to pursue their interests over a long period. 84 Whenever possible, teachers need to avoid pushing students beyond their cognitive abilities, consider the actual situation of a student, and provide clear and organised learning tasks to ensure positive affect is passed on to them, create an enjoyable classroom atmosphere, and further improve the interest of students in participating in classroom learning. 85 …”

Section: Discussionmentioning

confidence: 99%

Grit and Academic Self-Efficacy as Serial Mediation in the Relationship Between Growth Mindset and Academic Delay of Gratification: A Cross-Sectional Study

Zhao¹,

Li²,

Wan³

2023

PRBM

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Purpose With a growth mindset, individuals focus on the process of growth, actively seek challenges, recognise and accept failures, and apply more effort and monitor themselves to overcome difficulties. Doing so translates into excellent academic performance. However, it has not yet been fully clarified how growth mindset affects academic delay of gratification (ADG) and the mechanisms underlying their interactions. In this study, grit and academic self-efficacy were tested as mediating mechanisms between growth mindset and the ADG using a serial mediation effect model based on self-determination theory (SDT). Methods A cross-sectional design was conducted with 759 Chinese junior high school students using the following tools: Growth Mindset Scale, Short Grit Scale, Academic Self-efficacy Scale, and Academic Delay of Gratification Scale. Hypotheses were tested using structural equation modeling. Results The results showed that: (1) by gender and grade control, growth mindset indicated a positive significance in the prediction of ADG; (2) grit and academic self-efficacy played a mediating role in the influence of a growth mindset on the ADG. Grit and academic self-efficacy also have a serial mediation effect between growth mindset and ADG. Conclusion The results showed that a growth mindset does not only directly affect the ADG but also indirectly affects it through grit and academic self-efficacy. Based on SDT, this study further revealed the potential mechanism of a growth mindset affecting the ADG. Furthermore, it provides practical guidance for the cultivation of ADG for junior high school students.

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Section: Discussionmentioning

confidence: 99%

Grit and Academic Self-Efficacy as Serial Mediation in the Relationship Between Growth Mindset and Academic Delay of Gratification: A Cross-Sectional Study

Zhao¹,

Li²,

Wan³

2023

PRBM

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“…A possible explanation for this might be that children with siblings show more prosocial behaviors when they face an unfamiliar place 22 ;…”

Section: Discussionmentioning

confidence: 99%

“…We found that the only child in the family is more prone to developing significant preoperative anxiety. A possible explanation for this might be that children with siblings show more prosocial behaviors when they face an unfamiliar place 22 ; they can adapt quickly, showing less anxiety.…”

Section: Discussionmentioning

confidence: 99%

Development and validation of a prediction model for preoperative anxiety in children aged 2–12 years old

Cheng

Wang

et al. 2022

Pediatric Anesthesia

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Background Children with preoperative anxiety are at risk of perioperative adverse events, such as reflux aspiration, prolonged induction time, wake agitation, and delirium. Identifying children at high risk of severe preoperative anxiety may help anesthesiologists intervene and manage them in advance. Aim The authors hypothesized that the risk of developing serious preoperative anxiety in children is predictable by variables related to basic information about the parent and child. We developed a clinical prediction model to identify patients vulnerable to severe preoperative anxiety among children aged 2–12 years. Methods We enrolled patients aged 2–12 years who underwent elective surgery under general anesthesia and divided them into derivation (n = 340, 70.8%) and validation (n = 140, 29.2%) groups. Preoperative anxiety was assessed using the modified Yale Preoperative Anxiety Scale, and a high level of preoperative anxiety was defined as a score of >30. The following predictors were collected preoperatively: gender, age, weight, children's education level, only child, history of surgery, waiting time in the anesthesia waiting area, parental education level, parental anxiety, whether venous access had been established in the ward, and whether they had received anti‐anxiety interventions. A prediction model was built using binary logistic regression analysis; bootstrap was applied for internal validation, and external validation was performed using the validation datasets. Results The prediction model had good discrimination, with an area under the receiver operator characteristic curve (AUC) of 0.961 (95% CI = 0.943–0.979) and 0.896 (95% CI = 0.842–0.950) in the derivation and validation cohorts, respectively. The predictive variables included in the final clinical model were pharmacological intervention (OR = 0.008, 95% CI = 0.002–0.025), nonpharmacological intervention (OR = 0.342, 95% CI = 0.104–1.127), parental education level (OR = 0.211, 95% CI = 0.108–0.411), parental anxiety (OR = 6.15, 95% CI = 2.396–15.786), only child (OR = 2.417, 95% CI = 1.065–5.488), history of surgery (OR = 3.513, 95% CI = 1.137–10.860), and age (OR = 0.692, 95% CI = 0.500–0.957). Conclusions In this study, a clinical prediction model was developed and validated for the first time. The proposed clinical prediction model can help doctors identify children most likely to develop a high level of preoperative anxiety. Clinical Trial Registration Identifier ChiCTR2100054409 (https://www.chictr.org.cn/index.aspx).

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“…Therefore, many studies link social cognition to opportunities for social interaction captured in demographic variables such as parent–child interaction quality and quantity, mental state talk, and center-based childcare (Bulgarelli & Molina, 2016 ; Dunn et al, 1991 ; Pavarini et al, 2013 ). In particular, family constellation, the number and age of siblings, and their interaction have been linked to social cognition (Cassidy et al, 2005 ; Dunn et al, 1991 ; Perner et al, 1994 ; Peterson, 2000 ; Zhang et al, 2021 ).…”

Section: Validitymentioning

confidence: 99%

TANGO: A reliable, open-source, browser-based task to assess individual differences in gaze understanding in 3 to 5-year-old children and adults

et al. 2023

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Traditional measures of social cognition used in developmental research often lack satisfactory psychometric properties and are not designed to capture variation between individuals. Here, we present the TANGO (Task for Assessing iNdividual differences in Gaze understanding-Open); a brief (approx. 5–10min), reliable, open-source task to quantify individual differences in the understanding of gaze cues. Localizing the attentional focus of an agent is crucial in inferring their mental states, building common ground, and thus, supporting cooperation. Our interactive browser-based task works across devices and enables in-person and remote testing. The implemented spatial layout allows for discrete and continuous measures of participants’ click imprecision and is easily adaptable to different study requirements. Our task measures inter-individual differences in a child (N = 387) and an adult (N = 236) sample. Our two study versions and data collection modes yield comparable results that show substantial developmental gains: the older children are, the more accurately they locate the target. High internal consistency and test–retest reliability estimates underline that the captured variation is systematic. Associations with social-environmental factors and language skills speak to the validity of the task. This work shows a promising way forward in studying individual differences in social cognition and will help us explore the structure and development of our core social-cognitive processes in greater detail.

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Worse Theory of Mind in Only-Children Compared to Children With Siblings and Its Intervention

Cited by 3 publications

References 56 publications

Grit and Academic Self-Efficacy as Serial Mediation in the Relationship Between Growth Mindset and Academic Delay of Gratification: A Cross-Sectional Study

Grit and Academic Self-Efficacy as Serial Mediation in the Relationship Between Growth Mindset and Academic Delay of Gratification: A Cross-Sectional Study

Development and validation of a prediction model for preoperative anxiety in children aged 2–12 years old

TANGO: A reliable, open-source, browser-based task to assess individual differences in gaze understanding in 3 to 5-year-old children and adults

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