Theory of Mind as a Mediator Between Emotional Trust Beliefs and Interpersonal Communication Competence in a Group of Young Adults

The Relationships Between Trust Beliefs in Physicians by Children With Asthma, Those by Their Mothers and the Children's Medical Health

BACKGROUND

The study examined whether there were linear and curvilinear relationships between the trust beliefs in physicians by the children, those by their mothers and the children's medical health. The study examined whether there were changes in those relationships across time.

METHODS

The data gathered in a previous study were subjected to further analyses. One hundred and forty-three children with asthma (116 males, Mage = 12 years and 7 months) and their mothers were administered standardized scales twice across 1 year. The scales assessed the children's trust beliefs in physicians, the mothers' trust beliefs in physicians, the children's quality of life and the children's adherence to prescribed medical regimes.

RESULTS

Quadratic relationships were found between the children's quality of life and both their and their mothers' trust beliefs in physicians. The quadratic relationship increased over time. Linear relationships were found between trust beliefs in physicians and children's adherence to prescribed medical regimes.

CONCLUSION

Children with asthma are prone to a lower quality of life when they and their mothers hold very high, as well as hold very low, trust beliefs in physicians. Children's trust beliefs in physicians increase the probability of adherence to prescribed medical regimes.

Training deaf college students to improve their theory of mind: based on a two-component model

This paper explored the training methods to improve the level of deaf college students' ToM. Eighty deaf college students were selected as participants and randomly divided into experimental group and control group. The ToM training group received ToM training; The non-ToM training group received physical-conversation training. Cognitive ToM task and affective ToM task were used to investigate the training effect. After training, the level of ToM of deaf college students who received ToM training was significantly improved. The results show that ToM training can effectively promote the level of deaf college students' ToM.

Construct validity evidence reporting practices for the Reading the Mind in the Eyes Test: A systematic scoping review

The Reading the Mind in the Eyes Test (RMET) is one of the most influential measures of social cognitive ability, and it has been used extensively in clinical populations. However, questions have been raised about the validity of RMET scores. We conducted a systematic scoping review of the validity evidence reported in studies that administered the RMET (n = 1461; of which 804 included at least one clinical sample) with a focus on six key dimensions: internal consistency, test-retest reliability, factor structure, convergent validity, discriminant validity, and known group validity. Strikingly, 63% of these studies failed to provide validity evidence from any of these six categories. Moreover, when evidence was reported, it frequently failed to meet widely accepted validity standards. Overall, our results suggest a troubling conclusion: the validity of RMET scores (and the research findings based on them) are largely unsubstantiated and uninterpretable. More broadly, this project demonstrates how unaddressed measurement issues can undermine a voluminous psychological literature.

Social trust and subjective well-being of first-generation college students in China: the multiple mediation effects of self-compassion and social empathy

Previous studies have found that subjective well-being is associated with social trust, self-compassion, and social empathy. Based on online fieldwork with 662 first-generation college students (54.7% male) in China, this study aimed to investigate the serial mediation effects of self-compassion and social empathy on the relationship between social trust and subjective well-being. The results showed that subjective well-being was significantly positively correlated with social trust, trust in people, self-compassion, and social empathy. Both self-compassion and social empathy partially mediated the relationship between social trust and subjective well-being, and fully mediated the association between trust in people and subjective well-being. We used a serial mediation model to estimate the effect of general social trust, including trust in people, on subjective well-being. The findings that self-compassion and social empathy mediated the relationship between trusting attitudes toward society, especially people, and subjective well-being expand the literature on social trust and the mechanism of social trust on subjective well-being. The results also highlight the significance of improving mental health education and intervention among first-generation college students in China.

Parental Rearing Patterns and Interpersonal Skills in Deaf Chinese College Students: The Mediating Role of Theory of Mind

This study examined the associations between parental rearing patterns and interpersonal skills via the mediation of Theory of Mind (ToM) in a sample of 369 deaf Chinese college students. The results showed that negative parental rearing patterns were directly and negatively associated with interpersonal skills, and positive parental rearing patterns were directly and positively associated with interpersonal skills. There were also indirectly associated with interpersonal skills via ToM. We also considered whether the mediation of ToM was different for male participants and female participants. The indirect associations between parental rearing patterns and interpersonal skills via ToM existed for female participants, but not for male participants. These results indicated that deaf college students’ perceived parental rearing patterns are associated with their interpersonal skills, and parents of deaf children should incorporate ToM in their everyday rearing patterns to improve their children’s interpersonal skills, especially for girls.

Effects of Self-Mastery on Adolescent and Parental Mental Health through the Mediation of Coping Ability Applying Dyadic Analysis

Evidence demonstrated that self-mastery and coping ability predict mental health in adults and children. However, there is a lack of research analyzing the relationships between those constructs in parents and children. Self-report data from 89 dyads (adolescents’ mean of age = 14.47, SD = 0.50; parents’ mean of age = 47.24, SD = 4.54) who participated in waves 17, 18, and 19 (following T1, T2, and T3) of a nineteen-wave longitudinal study were analyzed using the Actor-Partner Interdependence Model’s extended Mediation. Results showed significant actor effects of parents’ and adolescents’ self-mastery (T1) on mental health (T3) and the mediator effect of their coping abilities in managing stress (T2). Both a higher parental education level and being a mother positively influenced adolescents’ coping ability. The mutually beneficial relationships between parents’ and adolescents’ self-mastery, coping ability, and mental health were not demonstrated. Self-mastery is a significant predictor of adolescents’ and parents’ mental health, and coping ability serves as a good mediator between them. Qualitative research may clarify reasons why partner effects in the model were found to be non-significant. Further research should re-test this model with a larger sample size during childhood, when parents provide significant behavioral models for their children—as well as in adolescence, considering the peer group—to develop guidelines for behavioral interventions.

"What you say and how you say it" matters: An experimental evidence of the role of synchronicity, modality, and message valence during smartphone-mediated communication

Nowadays, smartphone-Mediated Communication (SMC) has become a popular form of social interactions. The present experimental study manipulated three aspects of messaging in a WhatsApp chat as a form of SMC: synchronicity (immediate vs. time-lagged response), modality (with or without emojis), and valence (empathic accurate vs. empathic inaccurate response). The aim of this study was to investigate whether these three aspects had an impact on perceived social support, interpersonal trust, and personality attribution of the communication partner. The partial mediation of perceived social presence (the evaluation of the communication partner's accessibility) and subjective social presence (the perception of being concordant with him/her) was also examined. Participants were 160 young adults, balanced in gender. They were randomly assigned to different the experimental conditions where they engaged in a manipulated WhatsApp chat with a fictitious same-gender communication partner. Post-questionnaire data were analyzed using Structural Equation Modeling. Message valence (empathic accurate response) and modality (with emojis) significantly predicted higher levels of both forms of social presence. Synchronicity (immediate response) predicted higher levels of perceived but not subjective social presence. Social presence, in turn, was positively associated with social support, while subjective, but not perceived social presence, was positively associated with personality attribution. Neither perceived nor subjective social presence were related to interpersonal trust. Our results show that both what is said and how it is said impact the experience of interpersonal relations in SMC.