Theory of mind, gender, gains in friendships versus peer acceptance and anxious solitude from middle childhood through early adolescence

Abstract

This investigation proposes that theory of mind (ToM) may be related more strongly to change in friendships than peer acceptance in late middle childhood through early adolescence, and examines the relation between ToM and anxious solitude. Fourth grade ToM was tested as a predictor of change in reciprocated friendships, peer acceptance, and anxious solitude from 4th to 7th grade, and, conversely, reciprocated friendships, peer acceptance, and anxious solitude in 3 rd grade were tested as predictors of 4th grade ToM. Gender moderation of these relations was evaluated. Participants were 688 American public-school children (51.5% girls), 193 of whom completed a ToM questionnaire in 4th grade. In 3rd-7th grade children and their peers reported reciprocated friendship, and peers reported peer acceptance and anxious solitude annually. A multi-group (gender split) autoregressive cross-lagged panel analysis modeled relations between ToM and reciprocated friendship, peer acceptance, and anxious solitude over time. Consistent with hypotheses, girls' more advanced 4th grade ToM predicted incremental gains in their number of friendships two years later, but not their peer acceptance. In contrast, boys' more advanced 4th grade ToM did not predict change in their number of friendships or peer acceptance over time. Gender differences in the relation between ToM and friendship are discussed in the context of gender-specific peer relations

The moderating role of spirituality and gender in Canadian and Iranian emerging adolescents’ theory of mind and prosocial behavior

“…their environment, including popular media. These findings demonstrate a generational shift in gender-role stereotypic beliefs and attitudes that may influence children's socialization, suggesting a need to study how children and adolescents' social-emotional factors have also been influenced by gender (Gazelle et al, 2022).…”

“…For example, Coyne et al (2021) explored how “princess culture” (in Disney movies and other entertainment) influences gender stereotypes in behavior and body esteem as children learn gender roles through their interaction with their environment, including popular media. These findings demonstrate a generational shift in gender-role stereotypic beliefs and attitudes that may influence children’s socialization, suggesting a need to study how children and adolescents’ social–emotional factors have also been influenced by gender ( Gazelle et al, 2022 ).…”

“…Theory of mind ability refers to the inference and reasoning of others’ mental states such as intention, belief, desire, and emotion ( Peterson and Wellman, 2019 ), and plays a key role in a person’s social life. Studies with youth show that ToM has a reciprocal interaction with numerous social–emotional variables ( Razza and Blair, 2009 ; Shakoor et al, 2011 ; Slaughter et al, 2015 ; Białecka-Pikul et al, 2017 ) such as children’s friendship ( Hughes, 2011 ; Bosacki, 2021 ; Gazelle et al, 2022 ), popularity ( Slaughter et al, 2015 ), social competence ( Wainryb and Brehl, 2006 ; Devine and Apperly, 2022 ), and moral development ( Hughes and Leekam, 2004 ; Leslie et al, 2006 ). For example, studies show that those youth who are challenged in their ability to mentalize or read another person’s mind may also be at risk for social well-being and social relationships ( Bagwell et al, 1998 ; Hughes and Leekam, 2004 ).…”

How Can Social Understanding in Adolescence Be Enhanced? Observations Based on Short-Term Conversation-Based Training

“…Engaging in social perspective-taking can promote high-quality relationships and successful friendships (Flannery, Smith 2017). Moreover, higher SU abilities are related to building friendships among adolescent girls (Gazelle et al 2022), satisfactory relationships with peers in adolescent boys (conceptualized as higher peer attachment) (Białecka-Pikul et al 2021), and lower social dissatisfaction and loneliness in both genders (Bosacki et al 2020;Caputi et al 2017).…”

“I don’t want to follow the pack”: Canadian adolescents’ lived experiences of silence and quietude among friends and family

“…Studies with youth show that reciprocal and emotionally connected parent-child communication relates to higher levels of well-being and happiness in adolescents (Guo et al, 2023) (Tsai et al, 2021). In addition to family, the peer group plays an increasingly important role in a youth's life (Gazelle et al, 2023). Early to mid-adolescence (10-15 years) signifies a time of transition in their identity development and social network (De Moor et al, 2023).…”