AI Article Synopsis
- The study followed 270 deaf and hard-of-hearing children over 2 years to explore how their theory of mind (ToM) development relates to their academic skills in language and mathematics.
- Researchers found that ToM abilities and academic achievement influence each other; ToM predicts academic performance, and academic success also supports ToM growth.
- These findings emphasize the importance of ToM in improving school performance for deaf and hard-of-hearing children.
Article Abstract
This 2-year longitudinal study investigated the bidirectional relations between the development of theory of mind (ToM) and academic competences in a sample of 270 deaf and hard-of-hearing (DHH) children (M at Wave 1 = 7.52 years, SD = 0.99; 58.5% boys and 41.5% girls). Across three waves (10 months apart), children were assessed for their ToM abilities, using the ToM scale and a second-order false belief task, as well as for their language and mathematics skills. Cross-lagged correlational analysis revealed significant bidirectional associations between ToM and academic achievement (language and mathematics). That is, ToM predicted academic achievement with similar strength as ToM development itself was predicted by academic achievement. Our results highlight the bidirectional nature of the association between ToM and academic achievement, and they show that ToM development plays a crucial role in DHH children's school functioning.
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| http://dx.doi.org/10.1016/j.jecp.2023.105806 | DOI Listing |
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