心智理論、自我概念與同儕接受度之關係探討

許多研究強調同儕關係在孩童、青少年時期十分重要，且與自我評價有相關聯。而心智理論（theory of mind）能力可以幫助我們理解並評估自己的身份或自我意識，進而可能影響其社交互動的品質，不過，很少有研究探討心智理論、自我概念和社交受歡迎度三者之間的關聯性，然傳統心智理論測量對象多在7歲以下，且採用個別互動的施測方式，較為費時。本研究則以320位國小三至六年級學童為研究對象，採問卷調查法，設計自我概念量表以及紙筆式心智理論測驗，探討新測量方式在此階段學童心智理論的評量結果，並同時探討紙筆化心智理論測驗結果與學童社會計量地位、自我概念之關係。研究結果顯示紙筆化心智理論量表內部一致性α係數為.72，而不同性別國小學童在情緒自我、心智理論上達顯著差異；不同年級國小學童在外貌自我、整體自我概念達顯著差異。且心智理論總分、整體自我概念以及社會喜愛兩兩互為顯著正相關。研究結果也發現心智理論、自我概念可以有效預測同儕間受歡迎之程度。對於心智理論測量方式提供了紙筆化之可能性，亦針對以上發現進行討論，並在未來研究、實務上給予建議。

關鍵字

同儕接受度；心智理論；自我概念；國小學童

並列摘要

Numerous studies have emphasized that peer relations play an important role in childhood and adolescence and involve with self-evaluation. Theory of mind (ToM) , including the ability to understand the mental states of self and others, may affect self-concept and the quality of social interactions. However, few studies examine the relationships among ToM, self-concept, and peer-acceptance. Moreover, traditional ToM tasks are individually tested and quite time-consuming. This study was aimed to design an age-appropriate group ToM test to explore the relationships among ToM, self-concept, and peer-acceptance of older children. 320 primary school students (third to sixth grade) were recruited. Results showed that internal consistency of this ToM test was acceptable (Cronbach’s alpha = .72). Compared to boys, girls showed higher level of ToM and lower level of emotional self. Different grades had significant differences in appearance self and overall self-concept. There were positive correlations among ToM, self-concept, and social acceptance. Also, ToM and self-concept can effectively predict social acceptance. This study provides the possibility of paper-and-pencil group ToM test, and the suggestions for future study and practical applications are provided.