The ToM–achievement association does not differ significantly across reading comprehension, math, and general academic performance domains¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2–r3 · q4 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q4 i? Academic achievement domain did not significantly moderate the ToM–achievement association, F(2,86) = 2.44, p = .09. → Lecce 2026 q4 i2 The association was significant within each domain: reading r = .318, math r = .380, academic performance r = .254. → Lecce 2026 (2)

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 · i? · quant-synthesis · r3

Meta-regression over all 89 cross-sectional effect sizes tested whether domain (reading, math, academic performance) moderated the association. The moderator test was not significant, "F(2,86) = 2.44, p = .09"; no effect size is printed for this moderator test.

"The academic achievement domain was not significant, F(2,86) = 2.44, p = .09, indicating that the strength of the association between ToM and academic achievement did not differ significantly across the academic achievement domains."

Lecce 2026 (2)¶

q4 · i2 · quant-synthesis · r2

Post-hoc tests within the cross-sectional meta-analysis showed significant pooled correlations in each domain, each a medium printed effect size: reading comprehension r = .318, math r = .380, and general academic performance r = .254, all p < .001.

"The association between ToM and academic achievement was significant for all the three AA domains, rToM-ReadingComprehension = .318, 95% CI [.26 .37], p < .001 (Fig. 2B); rToM-Math = .380, 95% CI [.29 .43], p < .001 (see Fig. 2C), rToM-AcademicPerformance = .254, 95% CI [.16 .34], p < .001 (Fig. 2D)."

Discussion¶

Longitudinally, the ToM–achievement association does not differ significantly across academic achievement domains, and time lag does not moderate it — possibly the same claim (merge candidate)
Children's theory of mind shows a significant positive cross-sectional association with academic achievement (r = 0.32) — related
Review findings are consistent across study design features; no moderator showed meaningful relationships — related
The ToM–achievement association is significantly weaker in European samples than in Asian and North American samples — related

Page metadata

Field	Value
`type`	`claim`
`id`	`tom-achievement-domain-nonspecific`
`title`	`The ToM–achievement association does not differ significantly across reading comprehension, math, and general academic performance domains`
`description`	`The ToM–achievement association does not differ significantly across reading comprehension, math, and general academic performance domains`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2026`
`generated`	by `process:wiki-ingest` on `2026-10-19`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `lecce-2026`, `lecce-2026-2`

Frontmatter is the page's machine-readable record — see the Schema & Guide.