Relations between theory of mind, empathy and prosocial behaviour in preschool children's teacher reported prosocial behaviour
Başlık çevirisi mevcut değil.
- Tez No: 402627
- Danışmanlar: Belirtilmemiş.
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2014
- Dil: İngilizce
- Üniversite: University of Roehampton
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 61
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Özet (Çeviri)
Prosocial orientation and social-emotional competence, including empathy, sympathy and prosocial behaviour, have a signifıcant effect on the quality of our social lives as these skills serve the basis of interpersonal interactions and comımınication. Understanding other minds, linked with the cognitive skills 'theory of mind' and empathy, is assumed to be an important concept that underlies humans' prosocial orientation and social-emotional competence. This study intends to investigate the relationship between understanding other minds and prosocial behaviour in a preschool environment. Apart from theory of mind, empathy and prosocial behaviour, the literatüre review section of this study covers false-belief understanding, metacognition, perspective taking and aggression. Evidence up to novv shows that false-belief understanding is a predictor of children's theory of mind skills; therefore, this study uses a false-belief task to measure children's theory of mind. Plus, children's prosocial orientation in the classroom is measured with teacheı-rated scales based on each child's peer relations, work habits, emotional health, compliance, social skills, and prosocial behaviour. Participants includc 30 preschool children from 48 to 60 months of age (48-54=Tl, 54-60 months=T2). Both theory of mind and prosocial orientation scores in Tl and T2 are compared to check for correlations. Results shovvthat false-belief task scores are signifıcantly correlated vvith age; children in T2 display a higher false-belief understanding performance and are more likely to engage in prosocial behaviours compared to children in Tl. Although it is not found to be signifıcant, the overall FBT scores were found to be positively correlated vvith prosocial orientation. vvork habits and emotional health, and negatively correlated vvith aggressive behaviours. The overall prosocial orientation scores were found to be negatively correlated vvith aggressive behaviour scores at a statistically signifıcant level, and they are also signifıcantly correlated vvith vvork habits and emotional health. KEY WORDS: Prosocial Behaviour, theory of Mind, Empathy, Early Childhood Development, Social-Cognitive Development
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