Psychological Development and Education ›› 2022, Vol. 38 ›› Issue (4): 485-494.doi: 10.16187/j.cnki.issn1001-4918.2022.04.04

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The Effects of Theory of Mind and the Pattern of Social Interactions on the Development of Social Mindfulness in Junior High School Students

YAN Yixia1,2, LIU Yanying1, DING Fang1   

  1. 1. Department of Psychology, School of Education, Soochow University, Suzhou 215123;
    2. Changxing Taihu High School of Zhejiang Province, Huzhou 313100
  • Published:2022-07-13

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Abstract: The present study examined the developmental characteristics and the relative factors that influenced social mindfulness in junior high school students. In Experiment 1, we investigated the development of social mindfulness in 628 junior high school students (7~9 grades) with different levels of theory of mind (ToM) by employing cartoon vignette and social mindfulness (SoMi) paradigms. In Experiment 2, we recruited 360 junior high school students (7~9 grades) and investigated the effects of the pattern of social interactions and feedback types on social mindfulness of students in different grades by adopting study paradigms of social interaction scenarios and SoMi. The results were as follows:(1) There were no age or gender differences in social mindfulness among the junior high school students, but the students with high level of emotional ToM showed more social mindfulness than those with high level of cognitive ToM in 7th grade; (2) The 7th grade students had more social mindfulness under the positive feedback condition, while the 8th grade students had more social mindfulness under the negative feedback condition. There was no significant difference between the two conditions for the 9th grade students; (3) In the cooperative situation, the junior high school students had more social mindfulness under the positive feedback, while in the competitive situation, they had more social mindfulness under the negative feedback. The present study implies that social mindfulness is stable across age and gender in junior high school students, but it is affected by theory of mind, the pattern of social interactions, and feedback types.

Key words: junior high school students, social mindfulness, theory of mind, pattern of social interactions, feedback type

CLC Number: 

  • B844
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