青少年心智理論發展與同儕接受度之關聯

青春期為生命歷程中重要的轉變時期，青少年會透過與同儕密切的互動來建立自我意識和認同感，而心智理論（Theory of Mind）在這過程中扮演了個體發展社交互動和適應社會行為的重要因素。本研究目的為探討青少年（國、高中生）心智理論發展與同儕接受度之關聯，以台灣北部、中部之273位國中生和52位高中生為研究對象，以班級為單位進行團體施測，將社會覺察推論測驗（TASIT）中文版進行簡版編製，使用動態的日常互動影片以了解青少年（國、高中生）之心智理論發展現況以及不同背景變項之差異，同儕接受度則以社會計量地位之正提名總次數的標準化分數測量，並探討兩者間的關聯和預測力。研究結果顯示不同性別之青少年在整體心智理論能力、各情境以及其各概念上的推論能力達顯著差異，且女生表現顯著高於男生；不同教育階段（國中、高中）之青少年在情緒辨識能力上達顯著差異，且高中生表現顯著高於國中生，而在整體心智理論總分、各情境（除了諷刺情境）以及其各概念上的得分雖未達顯著，但可以發現隨著年齡升高而有增加分數的趨勢；心智理論（整體心智理論總分）與同儕接受度（標準化正提名總次數）呈顯著正相關，且心智理論分數可以正向預測同儕接受度。最後，根據上述研究結果進行討論並且提出本研究限制和建議，以供未來相關研究和實務工作者參考。

Adolescence is an important transitional period in life where individuals develop self-awareness and a sense of identity through close interactions with peers. Theory of Mind (ToM) plays a crucial role in this process, influencing the development of social interactions and adaptive social behaviors. The purpose of this study is to explore the relationship between ToM development and peer acceptance among adolescents (junior high and high school students). The study targets 273 junior high students and 52 high school students from northern and central Taiwan. It utilizes a group administration approach at the class level, employing a shortened version of the Chinese adaptation of the Awareness of Social Inference Test (TASIT) with dynamic everyday interaction videos to understand the current state of ToM development among adolescents and the differences across various demographic variables. Peer acceptance is measured using standardized scores of total positive nominations for sociometric status. The study investigates the relationship and predictive power of ToM on peer acceptance.The results show significant gender differences in overall ToM abilities, specific contexts, and conceptual inferences, with females outperforming males. Significant differences were also found in emotional recognition abilities between junior high and senior high school students, with senior high school students outperforming junior high school students. Although the overall ToM scores, specific contexts (except for sarcasm), and conceptual inferences did not show significant differences, there is a trend of increasing scores with age. ToM (overall ToM scores) is significantly positively correlated with peer acceptance (standardized total positive nominations), indicating that ToM positively predicts peer acceptance. Finally, the study discusses these findings, presents the limitations of the research, and provides suggestions for future related research and practical applications.