Theory of Mind, Self-Perceptions, and Peer Popularity in Middle Childhood and Early Adolescence

Background/Objectives: Peer popularity is often associated with children’s and adolescents’ Theory of Mind (ToM), as well as with self-perceptions. This paper describes two cross-sectional studies that investigate the individual differences and associations among peer popularity, ToM, and self-perceptions (i.e., several dimensions of self-esteem, including global, academic, or physical self-esteem). Methods: Study 1 involved 229 German children aged 5 to 8 years. Study 2 involved 127 Canadian adolescents aged 10 to 12 years. Participants in both studies completed measures of ToM, self-perceptions, and peer popularity. Results: Study 1 found significant associations among children’s ToM and self-perceptions (their global self-esteem) but found no associations with children’s peer popularity. Study 2 revealed significant positive associations between adolescents’ ToM and their peer popularity, as well as between ToM and self-perceptions (in particular, adolescents’ academic self-esteem). Conclusions: Our findings support the view that ToM matters for children’s and young adolescents’ self-perceptions and plays an increasingly important role in their everyday social life. Curricular implications for ToM, identity formation (self-perceptions), and peer relations are discussed.