沙特阿拉伯幼儿园儿童故事理解与心理理论技能关系的性别差异。

IF 1.1 4区心理学 Q4 CLINICAL NEUROLOGY

Applied Neuropsychology: Child Pub Date : 2025-02-03 DOI:10.1080/21622965.2025.2460179

Afaf Mamdouh Mohamed Barakat, Islah Hassan Elawad, Ahlam A Gabr

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引用次数: 0

摘要

背景说明：研究表明，心理理论和故事理解能力之间存在关系。然而，我们也看到有必要根据心理子技能理论对故事理解技能进行相关研究。目的：本研究旨在探讨学龄前儿童心理理论与故事理解能力的关系。此外，根据性别变量考察儿童的故事理解和心理理论得分是否存在差异。方法：研究小组由沙特阿拉伯Rafha四所幼儿园的140名儿童（71名女孩，69名男孩）组成，时间为2024学年秋季学期。研究组的选择采用方便抽样法，一种非随机抽样方法。结果：研究对象的故事理解得分和心理理论技能得分均有显著性差异。结论：根据研究结果，故事理解得分与心理理论量表得分之间存在正相关。

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Gender differences in the relationship between story comprehension and theory of mind skills in Kindergarten children in Saudi Arabia.

Background statement: Studies show that there is a relationship between theory of mind and story comprehension skills. However, it is also seen that there is a need for correlational studies that examine story comprehension skills according to theory of mind sub-skills.

Aims: This study aimed to examine the relationship between preschool children's theory of mind and story comprehension skills. In addition, it was investigated whether there were differences in story comprehension and theory of mind scores of children according to the gender variable.

Methods: The study group consisted of 140 children (71 girls, 69 boys), from four kindergartens, in Rafha, Saudi Arabia, during the fall semester of the 2024 academic year. The study group was selected using the convenience sampling method, a nonrandom sampling method.

Results: Significant differences were found in favor of girls in the story comprehension scores and Theory of Mind Skills of the children included in the study.

Conclusion: According to the results of the research, there is a positive moderate relationship between story comprehension scores and theory of mind scale scores.

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来源期刊

Applied Neuropsychology: Child CLINICAL NEUROLOGY-PSYCHOLOGY

CiteScore

4.00

自引率

5.90%

发文量

期刊介绍： Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.