The relationship between theory of mind and social competence with peers in Chinese urban preschoolers: the effects of rater, age, and gender

References

• Abdi, B. (2010). Gender differences in social skills, problem behaviors and academic competence of Iranian kindergarten children based on their parent and teacher ratings. Procedia-Social and Behavioural Sciences, 5, 1175–1179. doi:10.1016/j.sbspro.2010.07.256
   Google Scholar
• Apperly, I. A. (2012). What is “theory of mind”? Concepts, cognitive processes and individual differences. Quarterly Journal of Experimental Psychology, 65(5), 825–839. doi:10.1080/17470218.2012.676055
   PubMed Web of Science ®Google Scholar
• Astington, J. W., & Jenkins, J. M. (1995). Theory of mind development and social understanding. Cognition and Emotion, 9(2-3), 151–165. doi:10.1080/02699939508409006
   Web of Science ®Google Scholar
• Badenes, L. V., Clemente Estevan, R. A., & García Bacete, F. J. (2000). Theory of mind and peer rejection at school. Social Development, 9(3), 271–283. doi:10.1111/1467-9507.00125
   Web of Science ®Google Scholar
• Banerjee, R., Watling, D., & Caputi, M. (2011). Peer relations and the understanding of faux pas: Longitudinal evidence or bidirectional associations. Child Development, 82(6), 1887–1905. doi:10.1111/j.1467-8624.2011.01669.x
   PubMed Web of Science ®Google Scholar
• Barreto, A. L., Osório, A., Baptista, J., Fearon, P., & Martins, C. (2018). Association between theory of mind and mental state talk in preschoolers and later social competence and behaviour. Infant and Child Development, 27(2), e2060. doi:10.1002/icd.2060
   Web of Science ®Google Scholar
• Buhs, E. S., Koziol, N. A., Rudasill, K. M., & Crockett, L. J. (2018). Early temperament and middle school engagement: School social relationships as mediating processes. Journal of Educational Psychology, 110(3), 338–354. doi:10.1037/edu0000224
   Web of Science ®Google Scholar
• Capage, L., & Watson, A. C. (2001). Individual differences in theory of mind, aggressive behavior, and social skills in young children. Early Education and Development, 12(4), 613–628. doi:10.1207/s15566935eed1204_7
   Google Scholar
• Cassidy, K. W., Werner, R. S., Rourke, M., Zubernis, L. S., & Balaraman, G. (2003). The relationship between psychological understanding and positive social behaviors. Social Development, 12(2), 198–221. doi:10.1111/1467-9507.00229
   Web of Science ®Google Scholar
• Chen, X., Wang, L., & Wang, Z. (2009). Shyness-sensitivity and social, school, and psychological adjustment in rural migrant and urban children in China. Child Development, 80, 1499–1513. doi:10.1111/j.1467-8624.2009
   PubMed Web of Science ®Google Scholar
• Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4), 284–290. https://doi.org/10.1037/1040–3590.6.4.284
   Google Scholar
• Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115(1), 74–101.
   Web of Science ®Google Scholar
• Eid, M., Nussbeck, F. W., Geiser, C., Cole, D. A., Gollwitzer, M., & Lischetzke, T. (2008). Structural equation modeling of multitrait-multimethod data: Different models for different types of methods. Psychological Methods, 13(3), 230–253.
   PubMed Web of Science ®Google Scholar
• Fang, F. X., Wellman, H. M., & Liu, Y. J. (2009). Longitudinal perspectives: The sequences of theory-of-mind development in Chinese preschoolers. Acta Psychologica Sinica, 41(8), 706–714. in Chinese.
   Google Scholar
• Fei, Y. Y. (2020). The relationship between aggressive behavior and parenting style and peer communication ability of 3–5 years old children [Master’s thesis, Hunan Normal University]. China National Knowledge Infrastructure Theses and Dissertations Database.
   Google Scholar
• Fink, E., Begeer, S., Peterson, C. C., Slaughter, V., & de Rosnay, M. (2015). Friendlessness and theory of mind: A prospective longitudinal study. British Journal of Developmental Psychology, 33(1), 1–17. doi:10.1111/bjdp.12060
   PubMed Web of Science ®Google Scholar
• Gadaire, D. M., Henrich, C. C., & Finn-Stevenson, M. (2016). Longitudinal effects of parent–child interactions on children’s social competence. Research on Social Work Practice, 27(7), 767–778. doi:10.1177/1049731516632592
   Web of Science ®Google Scholar
• Howes, C., Rubin, K. H., Ross, H. S., & French, D. C. (1988). Peer interaction of young children. Monographs of the Society for Research in Child Development, 53(1), i–92. doi:10.2307/1166062
   Google Scholar
• Hughes, C., & Devine, R. T. (2015). Individual differences in theory of mind from preschool to adolescence: Achievements and directions. Child Development Perspectives, 9(3), 149–153. doi:10.1111/cdep.12124
   Web of Science ®Google Scholar
• Hughes, C., & Leekam, S. (2004). What are the links between theory of mind and social relations? Review, Reflections and new Directions for Studies of Typical and Atypical Development. Social Development, 13(4), 590–619. doi:10.1111/j.1467-9507.2004.00285.x
   Google Scholar
• Imuta, K., Henry, J. D., Slaughter, V., Selcuk, B., & Ruffman, T. (2016). Theory of mind and prosocial behavior in childhood: A meta-analytic review. Developmental Psychology, 52(8), 1192–1205. doi:10.1037/dev0000140
   PubMed Web of Science ®Google Scholar
• Junttila, N., Voeten, M., Kaukiainen, A., & Vauras, M. (2016). Multisource Assessment of children’s social competence. Educational and Psychological Measurement, 66(5), 874–895. doi:10.1177/0013164405285546
   Google Scholar
• Kagan, D. M., & Kolowski, B. G. (1988). Relationships among measures of social cognition and measures of social skill. Early Child Development and Care, 37(1), 163–173. doi:10.1080/0300443880370112
   Google Scholar
• Kuhnert, R. L., Begeer, S., Fink, E., & de Rosnay, M. (2017). Gender-differentiated effects of theory of mind, emotion understanding, and social preference on prosocial behavior development: A longitudinal study. Journal of Experimental Child Psychology, 154, 13–27. doi:10.1016/j.jecp.2016.10.001
   PubMed Web of Science ®Google Scholar
• Lemerise, E. A., & Arsenio, W. F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71(1), 107–118. doi:10.1111/1467-8624.00124
   PubMed Web of Science ®Google Scholar
• Leung, S. O. (2011). A comparison of psychometric properties and normality in 4-, 5-, 6-, and 11-point Likert scales. Journal of Social Service Research, 37(4), 412–421. doi:10.1080/01488376.2011.580697
   Web of Science ®Google Scholar
• Li, D. L. (2008). The development of theory of mind in children aged 5-9 and its relationship with peer acceptance [Master’s thesis, Nanjing Normal University]. China National Knowledge Infrastructure Theses and Dissertations Database.
   Google Scholar
• Lindsey, E. W., & Berks, P. S. (2019). Emotions expressed with friends and acquaintances and preschool children’s social competence with peers. Early Childhood Research Quarterly, 47, 373–384. doi:10.1016/j.ecresq.2019.01.005
   Web of Science ®Google Scholar
• Liu, H., Liu, X. L., Chen, J., & Huang, Q. Y. (2017). The Development of preschool children's spontaneous control of emotional expression and the role of theory of mind. Educational Research, 38(11), 91–99. [in Chinese].
   Google Scholar
• Longobardi, E., Spataro, P., & Rossi-Arnaud, C. (2019). Direct and indirect associations of empathy, theory of mind, and language with prosocial behavior: Gender differences in primary school children. The Journal of Genetic Psychology, 180(6), 266–279. doi:10.1080/00221325.2019.1653817
   PubMed Web of Science ®Google Scholar
• Mackintosh, B. B., & McCoy, D. C. (2019). Exploring social competence as a mediator of head start’s impact on children’s early math skills: Evidence from the head start impact study. Early Education and Development, 30(5), 655–677. doi:10.1080/10409289.2019.1576156
   Web of Science ®Google Scholar
• Martinez, N. (2003). Preschoolers’ desire understanding and its relation to prosocial behavior [Doctoral dissertation, Haverford College]. Institutional Scholarship. https://scholarship.tricolib.brynmawr.edu/handle/10066/744
   Google Scholar
• Naito, M., & Koyama, K. (2006). The development of false-belief understanding in Japanese children: Delay and difference? International Journal of Behavioral Development, 30(4), 290–304. doi:10.1177/0165025406063622
   Web of Science ®Google Scholar
• Newton, E., & Jenvey, V. (2011). Play and theory of mind: Associations with social competence in young children. Early Child Development and Care, 181(6), 761–773. doi:10.1080/03004430.2010.486898
   Google Scholar
• Ostrov, J. M., & Keating, C. F. (2004). Gender differences in preschool aggression during free play and structured interactions: An observational study. Social Development, 13(2), 255–277. doi:10.1111/j.1467-9507.2004.000266.x
   Web of Science ®Google Scholar
• Sang, B., & Xu, Y. L. (2006). A study on the relationship between the development of infant theory of mind and daily peer communication. Psychological Development and Education, 22(2), 1–6. in Chinese.
   Google Scholar
• Schneider, B. H., & Byrne, B. M. (1989). Parents rating children's social behavior: How focused the lens? Journal of Clinical Child Psychology, 18(3), 237–241. doi:10.1207/s15374424jccp1803_6
   Web of Science ®Google Scholar
• Slaughter, V., Dennis, M. J., & Pritchard, M. (2002). Theory of mind and peer acceptance in preschool children. British Journal of Developmental Psychology, 20(4), 545–564. doi:10.1348/026151002760390945
   Web of Science ®Google Scholar
• Slaughter, V., Imuta, K., Peterson, C. C., & Henry, J. D. (2015). Meta-analysis of theory of mind and peer popularity in the preschool and early school years. Child Development, 86(4), 1159–1174. doi:10.1111/cdev.12372
   PubMed Web of Science ®Google Scholar
• Slomkowski, C., & Dunn, J. (1996). Young children’s understanding of other people’s beliefs and feelings and their connected communication with friends. Developmental Psychology, 32(3), 442–447. doi:10.1037/0012-1649.32.3.442
   Web of Science ®Google Scholar
• Tan, T. X., & Camras, L. A. (2011). Social skills of adopted Chinese girls at home and in school: Parent and teacher ratings. Children and Youth Services Review, 33(10), 1813–1821.
   Web of Science ®Google Scholar
• Teglasi, H., Caputo, M. H., & Scott, A. L. (2022). Explicit and implicit theory of mind and social competence: A social information processing framework. New Ideas in Psychology, 64, 100915. doi:10.1016/j.newideapsych.2021.100915
   Web of Science ®Google Scholar
• Veenstra, R., Lindenberg, S., Oldehinkel, A. J., De Winter, A. F., Verhulst, F. C., & Ormel, J. (2008). Prosocial and antisocial behavior in preadolescence: Teachers’ and parents’ perceptions of the behavior of girls and boys. International Journal of Behavioral Development, 32(3), 243–251. doi:10.1177/0165025408089274
   Web of Science ®Google Scholar
• Walker, S. (2005). Gender differences in the relationship between young children’s peer-related social competence and individual differences in theory of mind. The Journal of Genetic Psychology, 166(3), 297–312. doi:10.3200/GNTP.166.3.297-312
   PubMed Web of Science ®Google Scholar
• Walker, S., Irving, K., & Berthelsen, D. (2002). Gender influences on preschool children's social problem-solving strategies. The Journal of Genetic Psychology, 163(2), 197–209. doi:10.1080/00221320209598677
   PubMed Web of Science ®Google Scholar
• Wang, C., & Huangpu, X. X. (2007). A survey and analysis of urban-rural family education. Journal of Changzhi University, 24, 34–36 [in Chinese].
   Google Scholar
• Watson, A. C., Nixon, C. L., Wilson, A., & Capage, L. (1999). Social interaction skills and theory of mind in young children. Developmental Psychology, 35(2), 386–391. doi:10.1037/00121649.35.2.386
   PubMed Web of Science ®Google Scholar
• Weimer, A. A., Burleson, C., Stegall, S. E., & Eisenman, R. (2020). Theory of mind and social competence among school-age latino children. Early Child Development and Care, 190(6), 902–910. doi:10.1080/03004430.2018.1499625
   Web of Science ®Google Scholar
• Wellman, H. M. (2018). Theory of mind: The state of the art. European Journal of Developmental Psychology, 15(6), 728–755. doi:10.1080/17405629.2018.1435413
   Web of Science ®Google Scholar
• Wellman, H. M., Fang, F., Liu, D., Zhu, L., & Liu, G. (2006). Scaling of theory-of-mind understandings in Chinese children. Psychological Science, 17(12), 1075–1081. doi:10.1111/j.1467-9280.2006. 01830.x.
   PubMed Web of Science ®Google Scholar
• Williams, S. T., Ontai, L. L., & Mastergeorge, A. M. (2007). Reformulating infant and toddler social competence with peers. Infant Behavior and Development, 30(2), 353–365. doi:10.1016/j.infbeh.2006.10.008
   PubMed Web of Science ®Google Scholar
• Winsler, A., & Wallace, G. L. (2002). Behavior problems and social skills in preschool children: Parent-teacher agreement and relations with classroom observations. Early Education and Development, 13(1), 41–58. doi:10.1207/s15566935eed1301_3
   Google Scholar
• Yang, N. (2020). The current situation investigation into preschool children’s peer communication ability [Master’s thesis, Sichuan Normal University]. China National Knowledge Infrastructure Theses and Dissertations Database.
   Google Scholar
• Zhang, S. J. (2018). The associations between peer relationship, teacher-child relationship and the development of theory of mind for migrant preschool children [Master’s thesis, University of Shenzhen]. China National Knowledge Infrastructure Theses and Dissertations Database.
   Google Scholar
• Zhang, Y. (2002). The making of the table of the amount of the ability to associate with partners among the children aged 4–6. Journal of Jiangsu Second Normal University, (01), 42–44 [in Chinese]. https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFD2002&filename=JSJB200201011&uniplatform=NZKPT&v=S7WGP53K1Wz05TwgOZThV241VKe3tta-T1Qz3KlVjkuZ30vTSFB8hoOvBgjgY-Pb
   Google Scholar