ToM, self-knowledge, and drawings of play in emerging adolescents

• In Event: 2-136 - Social cognition beyond preschool: Advances and issues in measuring advanced theory of mind

Integrative Statement

During adolescence, leisure is often considered a tool for identity formation and exploration that leads to well-being and adjustment in adulthood (Csikszentmihalyi, 1975). However, few researchers explore the impact of leisure as a context for the facilitation, or impediment of identity and social-cognitive development during emerging adolescence. Past research suggests links exist between children’s drawings and their emotional, social-cognitive development (Gardner, 1982; Piaget, 1956), and although past studies show positive relations among ToM and perceptions of self and play (Akseer et al., 2012), little is known about early adolescents’ perceptions and expressions of their personal times of play or leisure (i.e., ‘me’ time). Accordingly, we investigated over two years, emerging adolescents' ToM and their narrative and pictorial expressions of their sense of self within leisure or play time. Given past research on the role gender plays in adolescents’ ToM development (Devine & Hughes, 2013), self-knowledge (Harter, 1999), and play drawings (Richer, 1990), we also explored how gender influences ToM and expressions of self in of play. Thus, the primary focus of this study was to explore developmental and individual differences and associations in emerging adolescents’ ToM and expressions of their sense of self engaged in personal leisure or play time.
As part of a larger 5-year longitudinal study, this study describes results from Year 1 (2015-6, 146 Grade 8 students; 97 female; Mage = 12.5 y., and Year 2 (2016-7) and data from 46 Grade 9 students (33 females; Mage = 13.5 y.) from 8 schools (Ontario, Canada). Participants completed ToM tasks (Reading Minds Eye test; RMET), described themselves in writing, drew and/or wrote a story to describe an enjoyable leisure activity, and completed a self-understanding interview (SU). Drawings, narratives, and interviews were coded for content and mental state language (MSL).
To check for age and gender effects, paired t-tests revealed that self-understanding was the only score to significantly increase with age, T1 (M = 10, SD = 2.75), and T2 (M = 15,76, SD = 1.87), t (32) = -11.69, p < 0.01. Across T1 and T2, significant gender differences were found for ToM scores only, with girls scoring higher than boys (T1: girls; M = 20.78, SD = 4.76; boys: M = 18.30, SD = 4.77; T2: girls : M = 22.06, SD = 4.39, boys: M = 18.31, SD = 5.79; t (42) = 2.307, p < 0.05).
Results showed positive correlations between T1 ToM scores and T1 MSL in play drawings, and between T2 ToM and T2 SU. Regression analysis showed that ToM T1 predicted T2 SU, F (1,37) = 8,96, p< 0.01, R2 = 0.195. That is, higher Theory of Mind in younger adolescents predicted more sophisticated self-understanding one year later. In contrast, T1 SU did not predict T2 ToM. Drawings showed similar activity preferences across time, with physical activities the most common, followed by arts, and social. Implications for theory and education in positive youth development are discussed.

Authors

• Sandra Bosacki, Brock University
  Presenting Author

• Flavia Pissoto-Moreira, Brock University
  Non-Presenting Author

• Valentina Sitnik, Brock University
  Non-Presenting Author

• Victoria Talwar, McGill University
  Non-Presenting Author