TY - JOUR
T1 - Social perspective-taking performance
T2 - Construct, measurement, and relations with academic performance and engagement
AU - Kim, Ha Yeon
AU - LaRusso, Maria D.
AU - Hsin, Lisa B.
AU - Harbaugh, Allen G.
AU - Selman, Robert L.
AU - Snow, Catherine E.
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education , through Grant R305F100026 to the Strategic Educational Research Partnership Institute as part of the Reading for Understanding Research Initiative. We would like to thank the administrators, teachers, and students who made this important work possible. We would also like to thank Dr. Andrew Ho for his comments on this paper, Silvia Diazgranados and Michelle Dionne for their work conceptualizing perspective-taking performance, and our dedicated and skilled research staff who worked tirelessly, over several years, on this project.
Publisher Copyright:
© 2018 Elsevier Inc.
PY - 2018/7/1
Y1 - 2018/7/1
N2 - Social perspective-taking (SPT), the social-cognitive skill of inferring, considering, and evaluating others' perspectives, is critical in allowing students to engage not only with others in social interactions, but also with many academic materials and activities. However, due to complex conceptualizations of SPT, as well as challenges to its measurement, little research has examined the role of SPT in student learning. Using a new measure, the Assessment of Social Perspective-taking Performance (ASPP), this article presents evidence that SPT can be conceptualized as a set of measurable developmental performative skills relevant to classroom learning in early adolescence: articulation of actors' beliefs/intentions and positioning of actors in their social contexts. Examination of its psychometric properties provides evidence that ASPP can precisely assess students' SPT performance across varying levels of those skills. Lastly, we find positive associations of SPT with academic engagement and standardized test scores.
AB - Social perspective-taking (SPT), the social-cognitive skill of inferring, considering, and evaluating others' perspectives, is critical in allowing students to engage not only with others in social interactions, but also with many academic materials and activities. However, due to complex conceptualizations of SPT, as well as challenges to its measurement, little research has examined the role of SPT in student learning. Using a new measure, the Assessment of Social Perspective-taking Performance (ASPP), this article presents evidence that SPT can be conceptualized as a set of measurable developmental performative skills relevant to classroom learning in early adolescence: articulation of actors' beliefs/intentions and positioning of actors in their social contexts. Examination of its psychometric properties provides evidence that ASPP can precisely assess students' SPT performance across varying levels of those skills. Lastly, we find positive associations of SPT with academic engagement and standardized test scores.
KW - Academic engagement
KW - Academic performance
KW - Categorical confirmatory factor analysis
KW - Social emotional competence
KW - Social perspective-taking
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U2 - 10.1016/j.appdev.2018.05.005
DO - 10.1016/j.appdev.2018.05.005
M3 - Article
AN - SCOPUS:85050070992
SN - 0193-3973
VL - 57
SP - 24
EP - 41
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
ER -