Does emotional closeness with the teacher mediate the relationship between children's advanced theory of mind and social functioning at school?

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology Pub Date : 2025-05-01 DOI:10.1016/j.appdev.2025.101803

Joanna Smogorzewska , Grzegorz Szumski , Paweł Grygiel , Sandra Bosacki

{"title":"Does emotional closeness with the teacher mediate the relationship between children's advanced theory of mind and social functioning at school?","authors":"Joanna Smogorzewska , Grzegorz Szumski , Paweł Grygiel , Sandra Bosacki","doi":"10.1016/j.appdev.2025.101803","DOIUrl":null,"url":null,"abstract":"<div><div>The present study tested the longitudinal (3 waves) relations among children's advanced theory of mind (AToM), emotional closeness with the teacher, and social functioning at school (loneliness and social skills). Seven hundred and fifty-one typically developing Polish children (344 boys and 416 girls, <em>M</em> age = 7.45 years (<em>SD</em> = 0.50 years) at T1) took part in the study. It has been demonstrated that (1) children who had AToM at T1 were able to establish closer, more positive relations with their teacher later on that were beneficial for children's functioning; (2) closeness with the teacher was found to mediate the relations between previous levels of AToM and later social functioning of children; (3) AToM abilities reduced children's levels of dissatisfaction with peer relationships. Overall, the study emphasises the importance of positive contact between children and their teachers for children's social functioning at school.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101803"},"PeriodicalIF":2.2000,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Applied Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0193397325000504","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}

引用次数: 0

Abstract

The present study tested the longitudinal (3 waves) relations among children's advanced theory of mind (AToM), emotional closeness with the teacher, and social functioning at school (loneliness and social skills). Seven hundred and fifty-one typically developing Polish children (344 boys and 416 girls, M age = 7.45 years (SD = 0.50 years) at T1) took part in the study. It has been demonstrated that (1) children who had AToM at T1 were able to establish closer, more positive relations with their teacher later on that were beneficial for children's functioning; (2) closeness with the teacher was found to mediate the relations between previous levels of AToM and later social functioning of children; (3) AToM abilities reduced children's levels of dissatisfaction with peer relationships. Overall, the study emphasises the importance of positive contact between children and their teachers for children's social functioning at school.

查看原文本刊更多论文

与老师的情感亲近是否在儿童高级心理理论与学校社会功能之间起到中介作用？

本研究测试了儿童高级心理理论（AToM）、与老师的情感亲密度和学校社会功能（孤独感和社交技能）之间的纵向（3波）关系。751名典型的波兰儿童（344名男孩和416名女孩，年龄= 7.45岁（SD = 0.50岁））参加了这项研究。研究表明(1)在1年级时拥有AToM的孩子能够在以后与老师建立更密切、更积极的关系，这对孩子的功能发展是有益的；(2)与老师的亲密关系在儿童早期的AToM水平与后期的社会功能之间起到中介作用；(3)原子能力降低了儿童对同伴关系的不满程度。总的来说，这项研究强调了孩子和老师之间的积极接触对孩子在学校的社会功能的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Applied Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.10

自引率

3.30%

发文量

期刊介绍： The Journal of Applied Developmental Psychology focuses on two key concepts: human development, which refers to the psychological transformations and modifications that occur during the life cycle and influence an individual behavior within the social milieu; and application of knowledge, which is derived from investigating variables in the developmental process. Its contributions cover research that deals with traditional life span markets (age, social roles, biological status, environmental variables) and broadens the scopes of study to include variables that promote understanding of psychological processes and their onset and development within the life span. Most importantly.