Interactive Links Between Theory of Mind, Peer Victimization, and Reactive and Proactive Aggression (original) (raw)
Related papers
A meta-analytic review of the association between theory of mind and aggression
2024
Although the association between theory of mind (ToM) and aggression has been theorized, empirical findings have not revealed a clear link between these constructs. In the current meta-analytic review, we integrated findings from 83 studies (141 effect sizes) involving 41,650 participants from 18 countries to elucidate the association between ToM and aggression in typically developing children, adolescents, and adults. We found a significant negative association between ToM and aggression overall (r = − 0.15). Moreover, each type and function of aggression were negatively associated with Theory of Mind (ToM). Bullying-a distinct form of aggression-was not associated with ToM. The strength of the association between overall aggression and ToM varied as a function of methodological variables: First, studies that used self-report questionnaires to measure ToM and aggression yielded the strongest effect sizes, compared to those that used task-based assessments or questionnaires completed by others (parents, teachers, peers). Second, there was a difference in the ToM measurement with the measures examining ToM with non-false belief understanding tasks yielding a stronger mean effect than those that focused exclusively on false-belief understanding. Third, the magnitude of the negative association was found to increase with participants' age, though significant negative associations between ToM and aggression held across the lifespan. These results point to the critical link between ToM and aggressive tendencies and suggest the value in implementing interventions to improve mental state understanding across the age range to foster positive social interactions.
This prospective longitudinal study focused on self-regulatory, social–cognitive, and parenting precursors of individual differences in children’s peer-directed aggression at early school age. Participants were 199 3-year-old boys and girls who were reassessed following the transition to kindergarten (5.5–6 years). Peer aggression was assessed in preschool and school settings using naturalistic observations and teacher reports. Children’s self-regulation abilities and theory of mind understanding were assessed during a laboratory visit, and parenting risk (corporal punishment and low warmth/responsiveness) was assessed using interview-based and questionnaire measures. Individual differences in children’s peer aggression were moderately stable across the preschool to school transition. Preschool-age children who manifested high levels of aggressive peer interactions also showed lower levels of self-regulation and theory of mind understanding, and experienced higher levels of adverse parenting than others. Our main finding was that early corporal punishment was associated with increased levels of peer aggression across the transition from preschool to school, as was the interaction between low maternal emotional support and children’s early delays in theory of mind understanding. These data highlight the need for family-directed preventive efforts during the early preschool years.
A prospective longitudinal study of children’s theory of mind and adolescent involvement in bullying
Journal of Child Psychology and Psychiatry, 2012
Background: Theory of mind (ToM) allows the understanding and prediction of other people's behaviours based on their mental states (e.g. beliefs). It is important for healthy social relationships and thus may contribute towards children's involvement in bullying. The present study investigated whether children involved in bullying during early adolescence had poor ToM in childhood. Method: Participants were members of the Environmental Risk (E-Risk) Longitudinal Twin Study, a nationally representative sample of 2,232 children and their families. We visited families when children were 5, 7, 10 and 12 years. ToM was assessed when the children were 5 years using eight standardized tasks. Identification of those children who were involved in bullying as victims, bullies and bully-victims using mothers', teachers' and children's reports was carried out when they were 12 years' old. Results: Poor ToM predicted becoming a victim (effect size, d = 0.26), bully (d = 0.25) or bully-victim (d = 0.44) in early adolescence. These associations remained for victims and bully-victims when child-specific (e.g. IQ) and family factors (e.g. child maltreatment) were controlled for. Emotional and behavioural problems during middle childhood did not modify the association between poor ToM and adolescent bullying experiences. Conclusion: Identifying and supporting children with poor ToM early in life could help reduce their vulnerability for involvement in bullying and thus limit its adverse effects on mental health. Keywords: Theory of mind, bullying involvement, child development.
Social Development, 2017
Executive function (EF) and theory of mind (ToM) are related to children's social interactions, such as aggression and prosocial behavior, as well as their peer acceptance. However, limited research has examined different forms of aggression and the moderating role of gender. This study investigated links between EF, ToM, physical and relational aggression, prosocial behavior and peer acceptance and explored whether these relations are gender specific. Children (N 5 106) between 46-and 80-months-old completed tasks assessing cool and hot EF and ToM. Teaching staff rated children's aggression, prosocial behavior, and peer acceptance. EF and ToM predicted physical, but not relational, aggression. Poor inhibition and delay of gratification were uniquely associated with greater physical aggression. EF and ToM did not predict prosocial behavior or peer acceptance. Added to this, gender did not moderate the relation between either EF or ToM and social outcomes. The correlates of aggression may therefore differ across forms of aggression but not between genders in early childhood.
Scoping Review on Theory of Mind and Bullying: A Critical Update
Psicologia - Teoria e Prática
The present study aimed to conduct a scoping review on researches that investigated the relationship between Theory of Mind (ToM) and school bullying found in seven databases in the areas of health/ psychology (PubMed, PsycInfo, and Lilacs), education (Eric), and interdisciplinary (SciELO, Web of Science, and Scopus). Of the 270 results initially identified, 14 were eligible for review and were analyzed regarding their main results, the measures in ToM used, and variables related to the classification of bullying. It was found that most studies reported a direct (relationships that tend to be statistically significant) and/or indirect (mediated by other variables) relationship between the roles of the students involved and types of bullying and the performance in tasks of ToM. However, a critical discussion regarding the assessment measures in ToM was carried out, pointing to the need for clarification in the type of assessment and updating of tasks.
Theory of Mind and Victimization: A Preliminary Study on Indonesian Junior High School Students
Procedia - Social and Behavioral Sciences, 2016
This preliminary study examined the relationship between theory of mind and victimization in junior high school students. This study tested the hypothesis that theory of mind has negative correlation with victimization. The amount of subjects in this research are 372 junior high school students, ages 13-16, completed measures on theory of mind and victimization. The result indicates that students'theory of mind is significantly associated with victimization. This research also discussed about gender as moderator variable. The research findings, limitations and recommendations are discussed.
Longitudinal effects of theory of mind on later peer relations: The role of prosocial behavior
Developmental Psychology, 2012
Children's peer relations represent a key aspect of school adjustment. However, little is known about their social-cognitive precursors. To address this gap, we followed 70 children across the transition to primary school. At Time 1 (age 5), Time 2 (age 6) and Time 3 (age 7) children were assessed on their theory of mind, prosocial behaviour, and verbal ability. In addition, at Time 2 and at Time 3 we gathered peer nominations. Results supported our mediational hypothesis of indirect paths from early theory of mind to subsequently lower peer rejection and higher peer acceptance, via improvements in prosocial behaviour. We discuss implications of these longitudinal effects for our understanding of the impact of social-cognitive achievements for children's developing social relations.