Children's theory of mind shows a significant positive cross-sectional association with academic achievement (r = 0.32)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i2 Across 33 cross-sectional studies and 89 effect sizes, ToM correlates positively with academic achievement, r = 0.32. → 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 · r3

Three-level meta-analysis of 33 eligible cross-sectional papers and 89 effect sizes, approximately 5,192 participants aged 4.30–13.50 years. The pooled effect size was r = 0.32 (95% CI [.27, .36], p < .001), with a 95% prediction interval of 0.08 to 0.58; the printed correlation "r = 0.32, CI [.27, .36]" is a medium-sized effect.

"There was a significant positive correlation between ToM and academic achievement, r = 0.32, CI [.27, .36], p < .001"

Discussion¶

Related Claims¶

• Earlier academic achievement longitudinally predicts later theory of mind (pooled r = .32), based on few studies — related
• Egger's test indicates asymmetry bias in the cross-sectional ToM–achievement evidence base despite a right-skewed p-curve — related
• The cross-sectional ToM–achievement association remains significant after controlling for verbal ability, executive functions, non-verbal ability, and SES — related
• The ToM–achievement association does not differ significantly across reading comprehension, math, and general academic performance domains — related
• Earlier theory of mind longitudinally predicts later academic achievement (pooled r = .28), largely on zero-order associations — related
• The ToM–achievement association is significantly weaker in European samples than in Asian and North American samples — related
• Longitudinally, the ToM–achievement association does not differ significantly across academic achievement domains, and time lag does not moderate it — related
• Intervention studies report larger skill effects than cross-sectional studies, but study design does not moderate knowledge, beliefs, or student-behavior effects — related