Does sensitivity to criticism mediate the relationship between theory of mind and academic achievementŽ

Journal of Experimental Child Psychology

Volumn 110, Issue 3, 2011, Pages 313-331

  Lecce, Serena ^a   Caputi, Marcella ^a   Hughes, Claire ^b  

^a UNIVERSITY OF PAVIA   (Italy)

^b UNIVERSITY OF CAMBRIDGE   (United Kingdom)

Author keywords

Academic achievement; Emotion understanding; False belief understanding; Sensitivity to teacher criticism; Theory of mind; Transition to school

Indexed keywords

AGE; ARTICLE; CHILD; CHILD DEVELOPMENT; COMPARATIVE STUDY; EDUCATIONAL STATUS; FEMALE; HUMAN; HUMAN RELATION; INDIVIDUALITY; MALE; NEUROPSYCHOLOGICAL TEST; PRESCHOOL CHILD; SENSITIVITY AND SPECIFICITY; SOCIAL BEHAVIOR; THEORY OF MIND;

AGE FACTORS; CHILD; CHILD DEVELOPMENT; CHILD, PRESCHOOL; EDUCATIONAL STATUS; FEMALE; HUMANS; INDIVIDUALITY; INTERPERSONAL RELATIONS; MALE; NEUROPSYCHOLOGICAL TESTS; SENSITIVITY AND SPECIFICITY; SOCIAL BEHAVIOR; THEORY OF MIND;

EID: 79960452546     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2011.04.011     Document Type: Article

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