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.

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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  -