Scientific Reports· 2026Q1
Online social interaction is associated with theory of mind in adolescence
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- Q1SCImago
- 2026year
Short summary
Higher Theory of Mind (ToM) measured by the Silent Films task was associated with greater online conversation frequency and self-disclosure, but lower preference for online social interaction among 127 adolescents (aged 11-18).
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Key points
- Adolescents with higher Silent Films ToM scores showed greater online conversation frequency.
- Higher Silent Films ToM was linked to greater online self-disclosure.
- Stronger Silent Films ToM was associated with a lower propensity for online social interaction.
- The Strange Stories ToM task did not show a significant association with online behaviors.
AI-generated from the title and abstract; the full text is not read.
Abstract
Abstract Social media has become a central context for adolescent social interaction, yet little is known about the social-cognitive processes that support adolescents’ online engagement. This study examined whether Theory of Mind (ToM) was associated with multiple dimensions of adolescents’ online behavior. Participants were 127Canadian adolescents aged 11–18 recruited and assessed online. ToM was assessed using the Strange Stories and Silent Films tasks, and verbal reasoning was measured using the WISC-V Similarities subtest. Online behaviors were assessed through self-report measures of preference for online social interaction, online conversation frequency, and online self-disclosure. Multivariate analyses showed that Silent Films ToM, but not Strange Stories ToM, was significantly associated with online behavior after controlling for age and verbal reasoning. Follow-up regressions indicated that higher Silent Films ToM was associated with greater online conversation frequency, greater online self-disclosure, and lower propensity for online social interaction. These findings suggest that stronger ToM was associated with adolescents’ online communication behaviours. This study highlights the importance of examining specific social-cognitive processes in understanding adolescents’ engagement in online contexts.
The authors' abstract, as published at the source. Scientific Reports, 2026 · DOI ↗
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Field: Literature and Literary Theory
Literature and Literary TheoryArts and Humanities