This study investigated the links between theory of mind, social motivation, and children's social competence in middle childhood and early adolescence. Two hundred and sixty four children (136 girls, 128 boys) aged between 8 and 13 years (M Age = 10.88 years, SD = 1.45) completed theory-of-mind tests and self-report questionnaires measuring social motivation. Teachers rated children's social competence at school. Teacher-rated social competence was associated with individual differences in both theory of mind and children's motivation to develop and maintain social relationships. Results suggest that while individual differences in social motivation and theory of mind are partially overlapping, both theory of mind ability and social motivation contribute to successful social interaction at school.

中文翻译：

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愿意和有能力？儿童中期和青春期早期的心理理论、社会动机和社会能力

本研究调查了儿童中期和青春期早期心理理论、社会动机和儿童社会能力之间的联系。264 名儿童（136 名女孩，128 名男孩）年龄在 8 至 13 岁之间（M年龄 = 10.88 岁，SD = 1.45) 完成了心理理论测试和测量社会动机的自我报告问卷。老师在学校评估孩子们的社交能力。教师评定的社会能力与心理理论的个体差异以及儿童发展和维持社会关系的动机有关。结果表明，虽然社会动机和心理理论的个体差异部分重叠，但心理能力理论和社会动机都有助于学校成功的社会互动。