Self-concept and Theory of Mind in the classroom

Burbridge, Emma (2011) Self-concept and Theory of Mind in the classroom. University of Cambridge.

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Abstract

This study investigated the relationship between theory of mind, endorsement of the looking-glass self and aspects of self-concept through a questionnaire measure within a classroom setting. Participants were adolescents from six schools across England (N= 184), with a mean age of 12.06. Endorsement of the looking-glass self was examined; half of the sample supported the model but it was found to relate to poor leadership skills and low popularity. The study also examined whether endorsement of the looking-glass self and better theory of mind were related to self-other agreement, the results suggested that this was the case for the former, with the necessity of further research, but no relationship was found for the latter. The consequences of self-other congruence were explored: incongruence equated to greater aggression and less favourability among classmates. Last, the relationship between theory of mind and current/ideal-self discrepancy was examined; a significant relationship was found but could be explained by co-varying effects of verbal ability. Implications and suggestions for future research are discussed.