Scoping Review on Theory of Mind and Bullying: A Critical Update

Detalhes bibliográficos
Autor(a) principal: Faro, Katia Carvalho Amaral
Data de Publicação: 2023
Outros Autores: Costa, Beatriz Lima, Bosa, Cleonice Alves
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/14258
Resumo: The present study aimed to conduct a scoping review on researches that investigated the relationship between Theory of Mind (ToM) and school bullying found in seven databases in the areas of health/psychology (PubMed, PsycInfo, and Lilacs), education (Eric), and interdisciplinary (SciELO, Web of Science, and Scopus). Of the 270 results initially identified, 14 were eligible for review and were analyzed regarding their main results, the measures in ToM used, and variables related to the classification of bullying. It was found that most studies reported a direct (relationships that tend to be statistically significant) and/or indirect (mediated by other variables) relationship between the roles of the students involved and types of bullying and the performance in tasks of ToM. However, a critical discussion regarding the assessment measures in ToM was carried out, pointing to the need for clarification in the type of assessment and updating of tasks.
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spelling Scoping Review on Theory of Mind and Bullying: A Critical UpdateRevisión del Alcance sobre Teoría de la Mente y Bullying: Una Actualización CríticaRevisão de Escopo sobre Teoria da Mente e Bullying: Uma Atualização Crítica scoping reviewTheory of Mindschool bullying socio-cognitive developmentpeer relationship revisión del alcanceTeoría de la Mentebullying escolar desarrollo sociocognitivorelación entre paresrevisão de escopoTeoria da Mentebullying escolardesenvolvimento sociocognitivorelação entre paresThe present study aimed to conduct a scoping review on researches that investigated the relationship between Theory of Mind (ToM) and school bullying found in seven databases in the areas of health/psychology (PubMed, PsycInfo, and Lilacs), education (Eric), and interdisciplinary (SciELO, Web of Science, and Scopus). Of the 270 results initially identified, 14 were eligible for review and were analyzed regarding their main results, the measures in ToM used, and variables related to the classification of bullying. It was found that most studies reported a direct (relationships that tend to be statistically significant) and/or indirect (mediated by other variables) relationship between the roles of the students involved and types of bullying and the performance in tasks of ToM. However, a critical discussion regarding the assessment measures in ToM was carried out, pointing to the need for clarification in the type of assessment and updating of tasks.El presente estudio tuvo como objetivo llevar a cabo una revisión del alcance de estudios que investigan la relación entre Teoría de la Mente (ToM) y el bullying en siete bases de datos de las áreas de salud/psicología (PubMed, PsycInfo y Lilacs), educación (Eric) e interdisciplinares (SciELO, Web of Science y Scopus). De los 270 estudios identificados inicialmente, 14 fueron revisados y analizados con respecto a sus principales resultados, a las medidas utilizadas en ToM y a las variables relacionadas con la clasificación del bullying. Se encontró que la mayoría de los estudios reportaron una relación directa (relaciones que tienden a ser estadísticamente significativas) y/o indirecta (mediada por otras variables) entre los roles de los involucrados y los tipos de bullying y el desempeño en las tareas de ToM. Sin embargo, se realizó un debate crítico sobre las medidas de evaluación en ToM, señalando la necesidad de aclaración en el tipo de evaluación y actualización de las tareas.O presente estudo teve por objetivo realizar uma revisão de escopo sobre pesquisas que investigam a relação entre a Teoria da Mente (ToM) e o bullying escolar em sete bases de dados nas áreas da saúde/psicologia (PubMed, PsycInfo e Lilacs), da educação (Eric) e interdisciplinares (SciELO, Web of Science e Scopus). Dos 270 arquivos identificados inicialmente, 14 foram elegíveis para a revisão e analisados a respeito dos seus principais resultados, das medidas em ToM utilizadas e das variáveis relacionadas à classificação de bullying. Verificou-se que a maioria dos estudos reportou uma relação direta (relações que tendem a ser estatisticamente significativas) e/ou indireta (mediada por outras variáveis) entre papéis dos envolvidos e tipos de bullying e o desempenho em tarefas de ToM. Contudo, uma discussão crítica em relação às medidas de avaliação em ToM foi realizada e apontou a necessidade de esclarecimento no tipo de avaliação e de atualização das tarefas.Editora Mackenzie2023-01-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/1425810.5935/1980-6906/ePTPHD14258.ptThe Journal Of Psychology: Theory and Practice ; Vol. 25 No. 1 (2023); ePTPHD14258Revista Psicología: Teoría y Práctica; Vol. 25 Núm. 1 (2023); ePTPHD14258Revista Psicologia: Teoria e Prática; v. 25 n. 1 (2023); ePTPHD142581980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMporenghttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/14258/11679http://editorarevistas.mackenzie.br/index.php/ptp/article/view/14258/11680Copyright (c) 2023 Katia Carvalho Amaral Faro, Beatriz Lima Costa, Cleonice Alves Bosahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFaro, Katia Carvalho AmaralCosta, Beatriz LimaBosa, Cleonice Alves2023-05-11T17:22:42Zoai:ojs.editorarevistas.mackenzie.br:article/14258Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-05-11T17:22:42Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false
dc.title.none.fl_str_mv Scoping Review on Theory of Mind and Bullying: A Critical Update
Revisión del Alcance sobre Teoría de la Mente y Bullying: Una Actualización Crítica
Revisão de Escopo sobre Teoria da Mente e Bullying: Uma Atualização Crítica
title Scoping Review on Theory of Mind and Bullying: A Critical Update
spellingShingle Scoping Review on Theory of Mind and Bullying: A Critical Update
Faro, Katia Carvalho Amaral
scoping review
Theory of Mind
school bullying
socio-cognitive development
peer relationship
revisión del alcance
Teoría de la Mente
bullying escolar
desarrollo sociocognitivo
relación entre pares
revisão de escopo
Teoria da Mente
bullying escolar
desenvolvimento sociocognitivo
relação entre pares
title_short Scoping Review on Theory of Mind and Bullying: A Critical Update
title_full Scoping Review on Theory of Mind and Bullying: A Critical Update
title_fullStr Scoping Review on Theory of Mind and Bullying: A Critical Update
title_full_unstemmed Scoping Review on Theory of Mind and Bullying: A Critical Update
title_sort Scoping Review on Theory of Mind and Bullying: A Critical Update
author Faro, Katia Carvalho Amaral
author_facet Faro, Katia Carvalho Amaral
Costa, Beatriz Lima
Bosa, Cleonice Alves
author_role author
author2 Costa, Beatriz Lima
Bosa, Cleonice Alves
author2_role author
author
dc.contributor.author.fl_str_mv Faro, Katia Carvalho Amaral
Costa, Beatriz Lima
Bosa, Cleonice Alves
dc.subject.por.fl_str_mv scoping review
Theory of Mind
school bullying
socio-cognitive development
peer relationship
revisión del alcance
Teoría de la Mente
bullying escolar
desarrollo sociocognitivo
relación entre pares
revisão de escopo
Teoria da Mente
bullying escolar
desenvolvimento sociocognitivo
relação entre pares
topic scoping review
Theory of Mind
school bullying
socio-cognitive development
peer relationship
revisión del alcance
Teoría de la Mente
bullying escolar
desarrollo sociocognitivo
relación entre pares
revisão de escopo
Teoria da Mente
bullying escolar
desenvolvimento sociocognitivo
relação entre pares
description The present study aimed to conduct a scoping review on researches that investigated the relationship between Theory of Mind (ToM) and school bullying found in seven databases in the areas of health/psychology (PubMed, PsycInfo, and Lilacs), education (Eric), and interdisciplinary (SciELO, Web of Science, and Scopus). Of the 270 results initially identified, 14 were eligible for review and were analyzed regarding their main results, the measures in ToM used, and variables related to the classification of bullying. It was found that most studies reported a direct (relationships that tend to be statistically significant) and/or indirect (mediated by other variables) relationship between the roles of the students involved and types of bullying and the performance in tasks of ToM. However, a critical discussion regarding the assessment measures in ToM was carried out, pointing to the need for clarification in the type of assessment and updating of tasks.
publishDate 2023
dc.date.none.fl_str_mv 2023-01-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/14258
10.5935/1980-6906/ePTPHD14258.pt
url http://editorarevistas.mackenzie.br/index.php/ptp/article/view/14258
identifier_str_mv 10.5935/1980-6906/ePTPHD14258.pt
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/14258/11679
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/14258/11680
dc.rights.driver.fl_str_mv Copyright (c) 2023 Katia Carvalho Amaral Faro, Beatriz Lima Costa, Cleonice Alves Bosa
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Katia Carvalho Amaral Faro, Beatriz Lima Costa, Cleonice Alves Bosa
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Editora Mackenzie
publisher.none.fl_str_mv Editora Mackenzie
dc.source.none.fl_str_mv The Journal Of Psychology: Theory and Practice ; Vol. 25 No. 1 (2023); ePTPHD14258
Revista Psicología: Teoría y Práctica; Vol. 25 Núm. 1 (2023); ePTPHD14258
Revista Psicologia: Teoria e Prática; v. 25 n. 1 (2023); ePTPHD14258
1980-6906
1516-3687
reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)
instname:Universidade Presbiteriana Mackenzie (UPM)
instacron:UPM
instname_str Universidade Presbiteriana Mackenzie (UPM)
instacron_str UPM
institution UPM
reponame_str Psicologia (Universidade Presbiteriana Mackenzie. Online)
collection Psicologia (Universidade Presbiteriana Mackenzie. Online)
repository.name.fl_str_mv Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)
repository.mail.fl_str_mv revistapsico@mackenzie.br
_version_ 1797051378900664320

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