ISSN : 1229-0718
The present study examined whether the mindreading ability differed among different types of bullying. In order to assess the mindreading abilities of 73 third grade and 89 5-th grade elementary school students, we used the ambiguous social vignettes and not-ambiguous social vignettes followed by questions to assess the understanding of other's mental states. In addition, we administered the Bullying Behavior Scale and Peer Victimization Scale, and classified the children into four distinct groups - bully group, victim group, bully-victim group, and control group. Bully students scored higher than victim students, but not higher than control and bully-victim students. The results that bully students did not scored higher than the control students suggested that the bullying could not be explained in terms of mindreading ability. Results are discussed in terms of the need for further research into mindreading and empathy in children who bully.
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