The link between anxiety and theory of mind in children: A meta-analysis

Henry Briscoe, Belle Vickers-Graver, Cherukat medha, Christopher Jones, Andrew Surtees

Research output: Contribution to journalReview articlepeer-review

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Abstract

Background
The ability to reason about someone else's mental states, an ability known as theory of mind, is essential to help children navigate social life. However, not all children are socially skilled. Given socialisation is key for healthy development in children, finding what might exacerbate these difficulties is important. Emerging research suggests a potential link between anxiety and theory of mind abilities in children. This meta-analysis aims to characterise that link.

Method
Four electronic databases were systematically searched to identify relevant studies. Search terms included variations of terms for theory of mind, anxiety, and children. Studies were screened with inclusion and exclusion criteria for eligibility and identified papers were appraised on quality.

Results
The search returned 3674 papers of which 20 were included in the analysis. These included a total of 3110 participants, aged 4–19. Overall, it was found that anxiety had a negative relationship with theory of mind and this appeared to be more pronounced in theory of mind processes related to affective states. There were no differences in the negative relationship between subtypes of anxiety or between studies with autistic and neurotypical children.

Conclusion
The findings suggest that anxious children may have difficulties using theory of mind abilities. Heterogeneity was substantial in the data, which limits the confidence in conclusions. Quality appraisal identified that the quality of theory of mind and anxiety measures varied between studies.
Original languageEnglish
Pages (from-to)530-544
Number of pages15
JournalJournal of Affective Disorders
Volume367
Early online date28 Aug 2024
DOIs
Publication statusPublished - 15 Dec 2024

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