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Gender-differentiated effects of theory of mind, emotion understanding, and social preference on prosocial behavior development: A longitudinal study

Journal Article


Abstract


  • Although key differences have been found in boys’ and girls’ prosocial

    behavior toward peers, few studies have systematically examined

    gender differences in how intrinsic perspective-taking

    abilities—theory of mind (ToM) and emotion understanding

    (EU)—and the extrinsic peer environment relate to prosocial

    behavior. In this prospective longitudinal study, we studied gender

    differences in the relations between children’s observed prosocial

    behavior and their ToM, EU, and social preference ratings in 114

    children (58 boys and 56 girls). We used conventional ToM and

    EU tasks at 5 and 7 years of age. Observed prosocial behavior in triadic

    peer interactions was assessed at both time points. Controlling

    for gender, age, verbal ability, and earlier prosocial behavior, ToM

    at 5 years was found to predict prosocial behavior at 7 years.

    Results also revealed gender-differentiated associations at 7 years,

    whereby only girls’ prosocial behavior was positively associated

    with EU. Results are discussed in terms of gender-differentiated

    patterns of socialization.

UOW Authors


  •   Kuhnert, Rebecca-Lee (external author)
  •   Begeer, Sander (external author)
  •   Fink, Elian (external author)
  •   de Rosnay, Marc

Publication Date


  • 2017

Citation


  • Kuhnert, R., 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.

Scopus Eid


  • 2-s2.0-85007614200

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2913

Number Of Pages


  • 14

Start Page


  • 13

End Page


  • 27

Volume


  • 154

Abstract


  • Although key differences have been found in boys’ and girls’ prosocial

    behavior toward peers, few studies have systematically examined

    gender differences in how intrinsic perspective-taking

    abilities—theory of mind (ToM) and emotion understanding

    (EU)—and the extrinsic peer environment relate to prosocial

    behavior. In this prospective longitudinal study, we studied gender

    differences in the relations between children’s observed prosocial

    behavior and their ToM, EU, and social preference ratings in 114

    children (58 boys and 56 girls). We used conventional ToM and

    EU tasks at 5 and 7 years of age. Observed prosocial behavior in triadic

    peer interactions was assessed at both time points. Controlling

    for gender, age, verbal ability, and earlier prosocial behavior, ToM

    at 5 years was found to predict prosocial behavior at 7 years.

    Results also revealed gender-differentiated associations at 7 years,

    whereby only girls’ prosocial behavior was positively associated

    with EU. Results are discussed in terms of gender-differentiated

    patterns of socialization.

UOW Authors


  •   Kuhnert, Rebecca-Lee (external author)
  •   Begeer, Sander (external author)
  •   Fink, Elian (external author)
  •   de Rosnay, Marc

Publication Date


  • 2017

Citation


  • Kuhnert, R., 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.

Scopus Eid


  • 2-s2.0-85007614200

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2913

Number Of Pages


  • 14

Start Page


  • 13

End Page


  • 27

Volume


  • 154