The authors explored Canadian emerging adolescents' social and moral reasoning skills (empathy, theory of mind), and their perceptions of gratitude, self-competencies, and well-being (spiritual, emotional). As part of a larger five-year longitudinal study, the authors describe results of Year 2 (2016-2017) data from 46 ninth-grade students (33 girls; M = 13.5 years, SD = 5.436 years) from eight schools (Ontario, Canada). Students' perceptions of gratitude, spirituality, self-compassion, competencies, and well-being were measured by self-report questionnaires. Significant positive correlations were found among adolescents' perceptions of gratitude, self-competencies, and emotional and spiritual well-being. Differently valenced patterns of associations were found among students' perceptions of gratitude (appreciation for others and sense of abundance), self-compassion, and existential well-being, and spiritual comfort, and omnipresence. Simple appreciation was the only aspect of gratitude to show significant positive relations with religious well-being. Significant positive correlations were found between gratitude (sense of abundance) and self-compassion, whereas significant negative correlations were found between self-compassion and empathy, theory of mind, existential well-being, and religious well-being. Implications for theory and educational applications are discussed.

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Theory of Mind (ToM), or the ability to attribute mental states to oneself and others to predict behavior is an important skill that helps adolescents to navigate through school. Building on emerging research on the cognitive and affective aspects of ToM and school engagement, this cross-sectional study explored ToM, emotion knowledge, and school engagement in 32 adolescents (22 females; Mage = 187.2 mos-15.16 years, SD= 3.29) from central Canada. Positive correlations were found between ToM and school engagement, controlling for language. Higher levels of experiences of guilt and shame were associated with higher levels of ToM and school engagment. Verbal ability significantly contributed to total perceptions of school engagement. Implications for adolescents' social cognition, mental health, and school experiences are discussed.

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This study explored individual differences in emotion recognition within the context of social orientations and self-perceptions. One hundred and for-