Association Between Children's Theory of Mind and Responses to Insincere Praise Following Failure.
Clicks: 324
ID: 102493
2018
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
Steady Performance
30.0
/100
324 views
35 readers
AI Quality Assessment
Not analyzed
Readership in this journal
SteadyRanked #162 of 510 articles by views in Frontiers in psychology
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 510 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
This study examined children's interpretations of and responses to insincere praise in a situation involving failure and explored the association between these responses and the maturity of their theory of mind. Seventy-two young Japanese children (mean age = 5.70 years, = 0.61) completed a test battery that included tasks designed to assess responses to teacher feedback (i.e., insincere praise, no feedback) in hypothetical failure situations, theory of mind, and verbal ability. The results showed that children who failed experienced higher levels of positive emotion and self-rated performance and showed lower motivation to persevere when they received insincere praise following failure, relative to those observed when they failed and received no feedback. In addition, relative to children with less mature theory of mind, children with mature theory of mind responded more negatively to insincere praise following failure. The evidence indicated that the effects of insincere praise could differ depending on the maturity of children's theory of mind. It highlights the importance of understanding individual differences in theory of mind in parenting and educational settings.
| Reference Key |
mizokawa2018associationfrontiers
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Mizokawa, Ai; |
| Journal | Frontiers in psychology |
| Year | 2018 |
| DOI |
10.3389/fpsyg.2018.01684
|
| URL | |
| Keywords |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.