Theory of Mind and physical bullying in preschool children: the role of peer rejection and gender differences

Abstract

Abstract Background Preschool represents the budding and initial stage of bullying behavior, where perpetration of physical bullying predominates as the primary form of bullying. An in-depth understanding of the factors linked to preschool physical bullying behavior is crucial for enabling early prevention and intervention strategies. Objective The purpose of this study was to examine the relationship between Theory of Mind and physical bullying behavior in 4–6 years old children in kindergarten and the mediating role of peer rejection and gender in this relationship. Methods Data on perpetration of physical bullying and peer rejection were obtained from 310 preschool children (age range = 52–79 months, M = 66.85, SD = 7.04) by the peer nomination method, and their Theory of Mind was measured by the Theory of Mind Development Scale. Results The results showed that Theory of Mind negatively predicted perpetration of physical bullying in preschool children and that Theory of Mind was related to perpetration of physical bullying in preschool children only through peer rejection. Boys were also found to have a stronger association between peer rejection and perpetration of physical bullying in preschool children than girls. Conclusion Peer rejection may play a mediating role between Theory of Mind and perpetration of physical bullying in preschool children. In addition, the relationship between peer rejection and perpetration of physical bullying appears to be stronger for boys than for girls. This contributes to our understanding of the relationship between Theory of Mind and perpetration of physical bullying in preschool children and has implications for how bullying prevention and intervention can be tailored to the gender of young children.

Keywords

• Theory of Mind
• Perpetration of physical bullying
• Peer rejection
• Gender differences
• Preschool children