Longitudinal associations between preschool children's theory of mind, emotion understanding, and positive peer relationships

Johansen, Linda; Óturai, Gabriella; Jaggy, Ann-Kathrin; Perren, Sonja

Longitudinal associations between preschool children's theory of mind, emotion understanding, and positive peer relationships

Dateien

Johansen_2-1fhbq257lum5o4.pdfGröße: 518.77 KBDownloads: 37

Datum

2024

Autor:innen

Johansen, Linda

Óturai, Gabriella

Jaggy, Ann-Kathrin

Perren, Sonja

Open Access-Veröffentlichung

Open Access Hybrid

Sammlungen

Empirische Bildungsforschung

Publikationstyp

Zeitschriftenartikel

Publikationsstatus

Published

Erschienen in

International Journal of Behavioral Development. Sage. 2024, 48(3), S. 200-211. ISSN 0165-0254. eISSN 1464-0651. Verfügbar unter: doi: 10.1177/01650254241230642

Zusammenfassung

The positive links between children’s theory of mind (ToM), emotion understanding, and positive peer relationships are well established. However, the existing literature lacks comprehensive studies investigating the longitudinal interplay between these components in preschool-aged children. This study aimed to fill this gap by examining the concurrent and longitudinal associations between young children’s social cognition and their positive peer relationships at three different time points over the course of 7 months. A sample of 211 preschool children (age in months: M_T1 = 43.2, SD_T1 = 6.6) underwent standardized assessments evaluating their ToM and emotion understanding, while playgroup educators reported on children’s positive peer relationships. Using multivariate latent growth modeling, we expected to find that higher levels of ToM and emotion understanding would be associated with a greater rate of change in positive peer relationships and that higher levels of positive peer relationships would be associated with a higher rate of change in ToM and emotion understanding. Contrary to our expectations, the results did not support the anticipated longitudinal associations. Nevertheless, a noteworthy correlation emerged between children’s emotion understanding and positive peer relationships at T1, in line with previous research and social-constructivist theories.

Fachgebiet (DDC)

370 Erziehung, Schul- und Bildungswesen

Zitieren

ISO 690

JOHANSEN, Linda, Gabriella ÓTURAI, Ann-Kathrin JAGGY, Sonja PERREN, 2024. Longitudinal associations between preschool children's theory of mind, emotion understanding, and positive peer relationships. In: International Journal of Behavioral Development. Sage. 2024, 48(3), S. 200-211. ISSN 0165-0254. eISSN 1464-0651. Verfügbar unter: doi: 10.1177/01650254241230642

BibTex

@article{Johansen2024-05Longi-69555,
  year={2024},
  doi={10.1177/01650254241230642},
  title={Longitudinal associations between preschool children's theory of mind, emotion understanding, and positive peer relationships},
  number={3},
  volume={48},
  issn={0165-0254},
  journal={International Journal of Behavioral Development},
  pages={200--211},
  author={Johansen, Linda and Óturai, Gabriella and Jaggy, Ann-Kathrin and Perren, Sonja}
}

RDF

<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/69555">
    <dc:creator>Perren, Sonja</dc:creator>
    <dc:contributor>Jaggy, Ann-Kathrin</dc:contributor>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dc:contributor>Johansen, Linda</dc:contributor>
    <dc:creator>Johansen, Linda</dc:creator>
    <dcterms:title>Longitudinal associations between preschool children's theory of mind, emotion understanding, and positive peer relationships</dcterms:title>
    <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/69555/1/Johansen_2-1fhbq257lum5o4.pdf"/>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/69555/1/Johansen_2-1fhbq257lum5o4.pdf"/>
    <dc:language>eng</dc:language>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2024-03-08T07:32:53Z</dcterms:available>
    <dc:creator>Jaggy, Ann-Kathrin</dc:creator>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2024-03-08T07:32:53Z</dc:date>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <dcterms:rights rdf:resource="http://creativecommons.org/licenses/by/4.0/"/>
    <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/69555"/>
    <dc:contributor>Perren, Sonja</dc:contributor>
    <dc:contributor>Óturai, Gabriella</dc:contributor>
    <dc:creator>Óturai, Gabriella</dc:creator>
    <dcterms:abstract>The positive links between children’s theory of mind (ToM), emotion understanding, and positive peer relationships are well established. However, the existing literature lacks comprehensive studies investigating the longitudinal interplay between these components in preschool-aged children. This study aimed to fill this gap by examining the concurrent and longitudinal associations between young children’s social cognition and their positive peer relationships at three different time points over the course of 7 months. A sample of 211 preschool children (age in months: M&lt;sub&gt;T1&lt;/sub&gt; = 43.2, SD&lt;sub&gt;T1&lt;/sub&gt; = 6.6) underwent standardized assessments evaluating their ToM and emotion understanding, while playgroup educators reported on children’s positive peer relationships. Using multivariate latent growth modeling, we expected to find that higher levels of ToM and emotion understanding would be associated with a greater rate of change in positive peer relationships and that higher levels of positive peer relationships would be associated with a higher rate of change in ToM and emotion understanding. Contrary to our expectations, the results did not support the anticipated longitudinal associations. Nevertheless, a noteworthy correlation emerged between children’s emotion understanding and positive peer relationships at T1, in line with previous research and social-constructivist theories.</dcterms:abstract>
    <dc:rights>Attribution 4.0 International</dc:rights>
    <dcterms:issued>2024-05</dcterms:issued>
  </rdf:Description>
</rdf:RDF>

Universitätsbibliographie

Ja

Begutachtet

Ja