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

  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},

Longitudinal Research on Perspective Taking in Adolescence: A Systematic Review

Adolescence is a sensitive socio-cognitive period for social engagement, social skills, and social identity. Perspective taking is an important socio-cognitive skill developing throughout adolescence

Understanding the associations between Psychological Mindedness and Social Perspective Taking in Young People

This study was set to examine the associations between psychological mindedness (PM) and social perspective taking (SPT). Previous literature suggests that these constructs contribute to an enhanced

The role of theory of mind and learning of children with autism spectrum disorders in classroom settings

Developing social competence is inherently difficult for learners with autism spectrum disorder (ASD). These challenges related to social competence are often attributed to social cognition including

Does Perspective Taking Matter for Writing? Perspective Taking in Source-Based Analytical Writing of Secondary Students.

Findings revealed that students wrote more from their own perspective than that of others, and greater extent of perspective taking, particularly that of higher level of perspectives, was associated with better writing quality, after accounting for students' demographic backgrounds and essay length.

Social perspective taking: a benefit of bilingualism in academic writing

The task of writing arguments requires a linguistic and cognitive sophistication that eludes many adults, but students in the US are expected to produce texts that articulate and support a

“Parents are gone”: Understanding the unique and interactive impacts of affective and cognitive empathy on left-behind youth’s academic engagement

Although several studies have shown that left-behind adolescents are vulnerable regarding emotional and behavioral functions, much less research has focused on this group’s academic engagement. The

Experimental Effects of Word Generation on Vocabulary, Academic Language, Perspective Taking, and Reading Comprehension in High-Poverty Schools

Abstract With a sample of 7,752 fourth- to seventh-grade students in 25 schools which were randomized at the school level to condition, this article reports experimental impacts of an enhanced

Curriculum-Supporting Global Competence-Related Learning Based on PISA 2018

  • Mikko Mäntyneva
  • Education
    Advances in Educational Technologies and Instructional Design
  • 2022
This chapter examines curriculum supporting global competence and different perspectives included in the OECD's PISA 2018 Global Competence large-scale assessment. The nine perspectives of global

Reducing academic inequalities for English language learners: Variation in experimental effects of Word Generation in high-poverty schools

ABSTRACT Most U.S. classrooms serve students with various linguistic and academic needs. Tier-I universal approaches support English language learners (ELLs) without segregating them into a different



Social Perspective Taking: A Facilitating Aptitude for Conflict Resolution, Historical Empathy, and Social Studies Achievement

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

A New Perspective on Perspective Taking: A Multidimensional Approach to Conceptualizing an Aptitude

Social perspective taking (SPT) is thought to be important in its own right and is often associated with other important skills, such as interpersonal conflict resolution. Previous research on SPT,

Making Social Studies Social: Engaging Students Through Different Forms of Social Perspective Taking

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

The Scientific Base Linking Social and Emotional Learning to School Success

Schools will be most successful in their educational mission when they integrate efforts to promote children’s academic, social, and emotional learning (Elias et al., 1997). There is general

The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions.

Findings from a meta-analysis of 213 school-based, universal social and emotional learning programs involving 270,034 kindergarten through high school students suggest that policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.

Psychosocial Correlates of Interpersonal Sensitivity: A Meta-Analysis

This meta-analysis examines how interpersonal sensitivity (IS), defined as accurate judgment or recall of others’ behavior or appearance, is related to psychosocial characteristics of the perceiver,