Vulnerable Socially Smart Kid: Theory of Mind and Sensitivity to Teacher Criticism
- DOI
- 10.2991/assehr.k.220401.067How to use a DOI?
- Keywords
- Theory of mind; Sensitivity to criticism; Comprehensive measurement; Children
- Abstract
Objectives: Previous studies have found that children with advanced social understanding are more sensitive to teachers’ criticisms. However, these studies were restricted to Western countries and relied heavily on false belief tasks to represent theory of mind development. This research studied how the development of theory of mind in Chinese children predicted their sensitivity to teachers’ criticisms. Methods: This study recruited Chinese participants and adopted comprehensive theory of mind measurements to fill research gaps. Results: Three major findings shed light on Chinese students’ sensitivity to teachers’ criticisms. First, when confronted with failure or criticism, Chinese students with a more sophisticated theory of mind experience would be more likely to underestimate their abilities. Second, when criticized, they are more likely to experience more negative emotions than when they fail. Third, the research identified specific relationships between each milestone of the comprehensive theory of mind and sensitivity to criticism.
- Copyright
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article distributed under the CC BY-NC 4.0 license.
Cite this article
TY - CONF AU - Jiangyue Li PY - 2022 DA - 2022/04/08 TI - Vulnerable Socially Smart Kid: Theory of Mind and Sensitivity to Teacher Criticism BT - Proceedings of the 2022 International Conference on Social Sciences and Humanities and Arts (SSHA 2022) PB - Atlantis Press SP - 338 EP - 343 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220401.067 DO - 10.2991/assehr.k.220401.067 ID - Li2022 ER -