Social perspective-taking performance: Construct, measurement, and relations with academic performance and engagement

@article{Kim2018SocialPP,
  title={Social perspective-taking performance: Construct, measurement, and relations with academic performance and engagement},
  author={Ha Yeon Kim and Maria D. LaRusso and Lisa B. Hsin and Allen G Harbaugh and Robert Louis Selman and Catherine E. Snow},
  journal={Journal of Applied Developmental Psychology},
  year={2018}
}

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Abstract This article examines the relationship between social perspective taking (SPT) and student achievement in three domains: conflict resolution, historical empathy, and social studies grades.

Acts of Social Perspective Taking: A Functional Construct and the Validation of a Performance Measure for Early Adolescents

To understand and assess how early adolescents use their social perspective taking (SPT) skills in their consideration of social problems, we conducted two studies. In study 1, we administered a

The Social Perspective Taking Process: What Motivates Individuals to Take Another's Perspective?

Background/Context A growing literature describes multiple benefits of social perspective taking—many of which are particularly important for schools. Despite these potential benefits for

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People are intrinsically motivated to connect to others socially. One of the most important mechanisms in fostering social relationships is social perspective taking (SPT)—the capacity to discern the

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