Theory of Mind, Self-knowledge and Perceptions of Play in - - PowerPoint PPT Presentation
Theory of Mind, Self-knowledge and Perceptions of Play in Adolescents Sandra Bosacki a , Flavia Pissoto Moreira a , Valentina Sitnik a , & Victoria Talwar b a Brock University, St. Catharines, ON, CANADA b McGill University, Montreal, QC,
Sandra Bosackia, Flavia Pissoto Moreiraa, Valentina Sitnika, & Victoria Talwarb
aBrock University, St. Catharines, ON, CANADA bMcGill University, Montreal, QC, CANADA
SRCD, Mar 22, 2019, Baltimore, MD
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Social Cognition Self-Knowledge and Well-being Play/Leisure Activities
Ability to label and explain mental and emotional states in self and other; usually emerges between 6 and 8 years of age (Carpendale & Chandler, 1996; Saarni,
1999).
Understanding of oneself as a conceptual, psychological being (Damon & Hart, 1988;
Harter, 1999).
‘the context of free time in combination with the expectation of preference
experience’ (Kleiber, 1999, p. 11). Play provides context for growth in self-knowledge, ToM and social- communication skills, and relationships (Dunn, 2006).
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moral and social reasoning (Steinberg, 2014; 2015)
abilities may partially underlie the links between ToM and play or leisure experiences (Hughes, 2011).
abilities (ToM), self-knowledge, and play experiences (Lecce et al., 2014)
leisure activities and social competence (Bosacki et al., 2009; Richer, 1990), g > b (Bosacki et al., 2017)
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ToM, self-knowledge, and perceptions of enjoyable play or leisure activities in adolescents (Devine & Hughes, 2013)
that determine how social cognitive processes influence, and are influenced by, young people’s play life experiences (physical and psychosocial)
experiences.
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146 Euro-Canadian children from 8 schools within middle SES, semi- rural neighbourhoods (97 girls, 12.5y)(Y1) and 46 (Y2) (33 girls; 13.5 y)
setting
questionnaires on self-perceived competence, self-understanding and drawings of leisure or play activities.
Reading the Mind in the Eyes Test 3rd Ed. (Baron-Cohen et al., 2001).
Hart, 1988).
asocial= 0)
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Positive (+) corr: T1 ToM and T1 MSL play drawings Positive (+) corr: T2 ToM and T2 SU Regression showed:
Girls > boys in ToM at both times (see Figure 1) Older > younger in self-understanding (SU)
Figure 1. ToM and self-understanding scores (Mean)
Figure 2. Frequency of Play Activities
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ANOVAs were conducted with the drawing type (asocial, solitary, social) as IV, and the self and drawing MSL and drawing content as DV:
participants who drew solitary activities scored the highest MSL in leisure drawings.
scored highest MSL in Self-understanding (SU) and Self-description (SD)
scored lowest MSL in SU, and SD.
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In summary, the present results suggest that:
understanding
Girls only:
G > B social, art, and self-care B > G physical/sport and social media
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Results support past research that suggests social cognition (ToM, MSL), self-knowledge, and play activities are multifaceted and complex (Hughes,
et al., 2016)
knowledge Results provide empirical groundwork for curriculum development in: › Personal and social skills aimed to promote social cognition, self- knowledge, and socioemotional literacy. › A psychological-focused curriculum aimed to foster emotional well- being, and prosocial, socially responsible goals within play and leisure contexts.
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during adolescence
knowledge, and play activities: › Role of language (expressive and receptive) › Gender › Family structure and background (financial/cultural)
foster well-being and prosocial actions through moral and psychological language and play activities (solitary, asocial, and social)
adolescents’ social cognition, self-knowledge, and prosocial behaviours
(Bruner, 1996)
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author from the Social Sciences and Humanities Research Council of Canada (#435-2015-0010).
participated in this study.
Coccigmilio, Keeley Dutcher, Emily Eichner, Kendra Marotta, Shanen Smith, Sajitha Vinod, for their help with data collection and data coding.
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