Theory of Mind, Self-Knowledge, and Perceptions of Loneliness in Emerging Adolescents
Bibliographic record
Abstract
Theory of Mind (ToM) or the ability to understand mental states in self and others to explain behavior continues to develop in adolescence and connects to social experiences. Research shows during adolescence, ToM may influence one’s ability to evaluate and judge one’s self-worth and their social interactions. However, few studies examine the associations among self-knowledge, ToM, and social experiences. This study explored individual differences and associations among 146 Canadian adolescents’ ToM, self-knowledge, and loneliness (86 females; Mage = 13.2 years). Self-report questionnaires and semi-structured interviews measured ToM, self-knowledge, and perceptions of friendship quality, social preferences, and loneliness. Results showed higher levels of ToM were related to lower ratings of self-perceived physical appearance, global self-worth, and loneliness. Compared to boys, girls with higher levels of ToM reported a more comprehensive understanding of self-distinctiveness and agency, although they felt less lonely. Implications for developmental social cognitive theory and mental health education are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".