Long-term effect of theory of mind on school achievement: The role of sensitivity to criticism

Abstract

This study adds to the research on theory of mind (ToM) and school achievement by testing whether the mediating effect of sensitivity to criticism is significant when considered longitudinally and using an index of academic performance that incorporates both direct and indirect measures. A group of 49 children was tested during the last year of kindergarten (Time 1, mean age = 5 years and 6 months), in Year 1 (Time 2, mean age = 6 years and 5 months) and Year 5 (Time 3, mean age = 10 years and 2 months) of primary school. Children's ToM and verbal ability were tested at each time point, sensitivity to criticism at Time 2 and school achievement at Time 3. Results showed that sensitivity to criticism (as indexed by self-reported ability rating) mediates the relationship between Time 1 ToM and Time 3 school achievement. Practical implications of this pattern of associations are discussed.

Keywords::

• Theory of mind
• School achievement
• Sensitivity to criticism
• Longitudinal study
• Mediation model

Acknowledgements

We would like to thank Dr. Nikki Luke for proofreading the manuscript. The present research was supported by a grant from the Italian Ministry of Education, University, and Research (PRIN 2008) awarded to Adriano Pagnin.

Notes

¹ Note that the pattern of correlations between Time 1 ToM, Time 2 ability rating in face of criticism, and Time 3 school achievement did not differ depending on whether we considered direct vs. indirect measures of school performance, z = − 1, p = .30.