Gender differences in the relationship between young children's peer-related social competence and individual differences in theory of mind
Walker, Sue (2005) Gender differences in the relationship between young children's peer-related social competence and individual differences in theory of mind. The Journal of Genetic Psychology, 166(3), pp. 297-312.
In this study, the author examined the relationship between theory-of-mind understanding and preschool-aged children's peer-related social competence. One hundred eleven 3- to 5-year-old children (48 boys, 63 girls) participated in 2 theory-of-mind tasks designed to assess their understanding of false belief. Teachers rated children's peer-related social behavior in terms of prosocial behavior, aggressive or disruptive behavior, and shy or withdrawn behavior. Results indicated that, after controlling for age, theory-of- mind understanding significantly predicted aggressive or disruptive behavior for boys and prosocial behavior for girls. Theory-of-mind understanding also was related to lower scores of shy or withdrawn behavior for boys. Results are discussed in terms of the gender differences in the factors contributing to early peer competence.
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|Item Type:||Journal Article|
|Keywords:||preschool children, social competence, theory of mind, gender differences|
|Subjects:||Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Developmental Psychology and Ageing (170102)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Psychology not elsewhere classified (170199)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2005 Heldref|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||26 Oct 2005|
|Last Modified:||29 Feb 2012 13:11|
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