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Longitudinal Exploration of Mindreading and Self-Conscious Emotions in Early Adolescents

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Abstract

The tendency to engage in self-evaluative emotions such as guilt, shame and to blame others for social transgressions increases during early adolescence and involves mentalization skills. However, few studies explore how such emotions connect to mind reading and emotion recognition skills (i.e., theory of mind (ToM)). Accordingly, this study explored individual differences and associations among young adolescents’ ToM and shame/guilt and blame tendencies over time. This longitudinal study included Years 1–3 (2015–7) data obtained from 6th, 7th and 8th graders Canadian students (N = 146; 86 females; Mage = 11.92 years, SD = .48). Self-report questionnaires and interviews measured ToM and self-conscious emotions. Results showed no gender differences in ToM, although girls scored higher than boys on guilt across all 3 years. Boys scored higher than girls on blaming others in Year 2 and Year 3. Concurrent associations between self-affect and theory of mind were only significant at Year 1, such that girls with higher ToM skills reported higher feelings of guilt than boys. Moreover, higher levels of affective ToM were related to lower levels of blaming others and higher levels of shame in Y1 only. Implications for developmental social cognitive theory and practice are discussed.

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Data Availability Statement

The data that support the findings of this study are available from the corresponding author upon request.

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Funding

This research was supported in part by SSRHC Insight Grant #435–2015-0010.

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  1. Brock University, St. Catharines, Canada

    Sandra Bosacki

  2. McGill University, Montreal, Canada

    Victoria Talwar & Melisa Castellanos

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  2. Victoria Talwar
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SB and VT were responsible for conceptualization and manuscript writing. MC analyzed the data and edited the manuscript.

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Correspondence to Sandra Bosacki.

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Bosacki, S., Talwar, V. & Castellanos, M. Longitudinal Exploration of Mindreading and Self-Conscious Emotions in Early Adolescents. Psychol Stud 68, 342–358 (2023). https://doi.org/10.1007/s12646-023-00727-5

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