Earlier academic achievement longitudinally predicts later theory of mind (pooled r = .32), based on few studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q4 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i2 Across 5 longitudinal papers and 11 effect sizes, earlier academic achievement correlates with later ToM, r = .32. → Lecce 2026

Evidence¶

Lecce 2026¶

Lecce, S., Stagnitto, S. M., Mascheretti, S., Lampis, V., & Devine, R. T. (2026). Children's Theory of Mind and Academic Achievement: a Meta-analysis on Reading Comprehension and Math Skills. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10185-w

q4 · i2 · quant-synthesis · r1

Three-level meta-analysis of 5 eligible papers and 11 effect sizes, approximately 677 participants (mean age 8.84 years), using zero-order correlations between earlier academic achievement and later ToM. The printed pooled effect size was r = .32 (95% CI [.11, .50], p = .01); nine of 11 effect sizes concerned reading comprehension.

"The model revealed a pooled Pearson’s correlation of r = .32 CI [.11, .50], p = .01 (Fig. 3B)."

Discussion¶

Related Claims¶

• Earlier theory of mind longitudinally predicts later academic achievement (pooled r = .28), largely on zero-order associations — related
• Children's theory of mind shows a significant positive cross-sectional association with academic achievement (r = 0.32) — related
• Longitudinally, the ToM–achievement association does not differ significantly across academic achievement domains, and time lag does not moderate it — related
• The cross-sectional ToM–achievement association remains significant after controlling for verbal ability, executive functions, non-verbal ability, and SES — related