The adolescent mind in school: theory of mind and self-concept in Canadian and Polish youth

Figures & data

Table 1 Means and standard deviations of ToM and SPPC in Canadian and Polish adolescents.

Variable	Canadian sample (n = 28)	Polish sample (n = 23)
Total ToM^a	39.00 (3.42)	9.96 (2.29)
Self-perceptions^b
Behavioural conduct	15.08 (3.08)	15.78 (3.00)
Physical appearance	15.12 (2.35)	11.78 (4.38)
Global self-worth	15.95 (1.62)	13.57 (3.42)

a Total ToM score; range: 0–42 (Canadian sample) and 0–16 (Polish sample); higher scores reflect higher ToM understanding.

b SPPS and SPPA; range: 0–24 and 0–20; higher scores reflect higher self-perceptions.

Table 2 The frequency of types of answers in ‘why’ questions among Canadian adolescents.

	‘Why’ questions (x.y – the y why question in story x)
Type of answer	1.1	1.2	2.1	2.2
Tangential	0	0	0	0
Situational/behavioural	11	10	17	13
Psychological	14	14	10	11
Integrated psychological	3	4	1	4

Table 3 The frequency of types of answers in ‘why’ questions among Polish adolescents.

	‘Why’ questions (x.y – the y why question in story x)
Type of answer	1.1	1.2	2.1	2.2
Tangential	1	0	1	1
Situational/behavioural	3	5	3	5
Psychological	17	15	12	15
Integrated psychological	2	3	6	1