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

Bibliographic Data

ID12686166
AuthorsHeidi Gazelle (0000-0002-8071-1691, Florida State University, corresponding author), Jessie K Shafer Lundin (Department of Psychology Northern Arizona University ‐ Yuma Branch 2020 S. Avenue 8E, AC 274 Yuma AZ USA), Sandra Bosacki (0000-0001-9583-4582, Brock University), Sandra L Bosacki (Faculty of Education Brock University 500 Glenridge Ave. St. Catherines Ontario Canada)
Year2022
Volume32
Issue2
Pages651-671
Publication date2022-11-10
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSocial Development (JOURNAL)
Journal identifiersISSN: 1467-9507 • E-ISSN: 0961-205X
PublisherWiley (PUBLISHER • GB)
DOI10.1111/sode.12654
OpenAlexW4308664404
LanguageEN
Citations received7
References cited82

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 patterns in late middle childhood and early adolescence. Additionally, more advanced 4th grade ToM predicted gains in anxious solitude in middle school for both genders. This somewhat surprising result is discussed in relation to ToM assessment and peer relations in anxious solitary children

Context (archaeology · Developmental psychology · Friendship · Moderation · Peer group · Solitude · Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes · Child and Adolescent Psychosocial and Emotional Development · Neuroendocrine regulation and behavior · Psychology · Social Psychology