The Role of Empathy and Theory of Mind in Emerging Adolescences' Emotional Competence

Andrews, KEA (Katherine)¹, Bosacki, SB (Sandra)², Talwar, VT (Victoria)^3
1McGill University, 4426 Saint Urbain, H2W1v8, Montreal
²Brock University, 1812 Sir Isaac Brock Way, L2S3A1, St. Catharines
³McGill University, 3700 McTavish, Montreal

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

Emotional Competence, Emerging Adolescence, Social Cognition, Theory of Mind

Summary

The ability to respond effectively to others’ emotional states continues to develop during emerging adolescence. Although there is evidence that empathy is related to emotional competence, the cognitive abilities that affect this relationship are less well known. It is possible that Theory of Mind (ToM; the ability to consider others’ mental states) has an effect on this relationship. One-hundred-fifteen 12-year-old children completed a questionnaire measuring their empathetic concern (Interpersonal Reactivity Index), and an emotional ToM measure (Reading the Mind in the Eyes). A parent-report of their child’s emotional competence was also collected.  A simple mediation analysis was conducted in order to determine whether children’s ToM mediates the relationship between their empathetic concern, and their emotional competence. Results indicated that a higher level of empathetic concern is indirectly related to higher levels of emotional competence, through its relationship with ToM.  A 95% confidence interval indicated that the indirect effect through ToM (a1b1 = .04), was above zero (.003 to .114). These results indicate that children’s ability to effectively identify others’ mental states, and specifically their emotions should be taken into account when attempting to promote emotional competence in emerging adolescents.

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