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Publication Detailed Description
Journal Title
Merrill-Palmer Quarterly
Year (definitive publication)
2019
Language
English
Country
United States of America
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Abstract
This study investigated the prospective relationship between preschoolers’ theory of mind (ToM) skills and academic school readiness, while exploring the possible moderator role played by child gender. The participants were 75 children who were assessed at two time points: when enrolled in the second preschool year (T1) and again 4 months before school entry (T2). The results showed an association between children's ToM abilities at T1 (but not at T2) and later academic readiness at T2, but only for girls, even after accounting for child IQ and maternal education. These findings support the idea that girls and boys can differ in how they use their ToM abilities in their daily life and highlight the relevance of further exploring gender-specific effects when investigating children's social cognition and school readiness.
Acknowledgements
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Keywords
Fields of Science and Technology Classification
- Psychology - Social Sciences
- Educational Sciences - Social Sciences
- Other Social Sciences - Social Sciences
Funding Records
| Funding Reference | Funding Entity |
|---|---|
| UID/PSI/03125/2013 | Fundação para a Ciência e a Tecnologia |
| UID/PSI/01662/2013 | Fundação para a Ciência e a Tecnologia |
| PTDC/PSI-EDD/114527/2009 | Fundação para a Ciência e a Tecnologia |
Contributions to the Sustainable Development Goals of the United Nations
With the objective to increase the research activity directed towards the achievement of the United Nations 2030 Sustainable Development Goals, the possibility of associating scientific publications with the Sustainable Development Goals is now available in Ciência-IUL. These are the Sustainable Development Goals identified by the author(s) for this publication. For more detailed information on the Sustainable Development Goals, click here.
