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ERIC Number: EJ1210895
Record Type: Journal
Publication Date: 2019-Jan
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0272-930X
Relations between Theory of Mind and Academic School Readiness: The Moderating Role of Child Gender
Martins, Carla; Barreto, Ana L.; Baptista, Joana; Osório, Ana; Martins, Eva C.; Verissimo, Manuela
Merrill-Palmer Quarterly: Journal of Developmental Psychology, v65 n1 Article 5 p101-120 Jan 2019
This study investigated the prospective relationship between preschoolers' theory of mind (ToM) skills and academic school readiness, while exploring the possible moderator role played by child gender. The participants were 75 children who were assessed at two time points: when enrolled in the second preschool year (T1) and again 4 months before school entry (T2). The results showed an association between children's ToM abilities at T1 (but not at T2) and later academic readiness at T2, but only for girls, even after accounting for child IQ and maternal education. These findings support the idea that girls and boys can differ in how they use their ToM abilities in their daily life and highlight the relevance of further exploring gender-specific effects when investigating children's social cognition and school readiness.
Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal
Identifiers - Assessments and Surveys: Wechsler Preschool and Primary Scale of Intelligence