The role of Theory of Mind, Verbal Intelligence, and Non-verbal reasoning in Social integration during early adolescence

The ability to navigate social interactions is crucial during early adolescence, a period when peer relationships significantly shape developmental trajectories. This study examines whether theory of mind (ToM) uniquely predicts social integration in classroom settings, beyond the influence of general cognitive abilities such as verbal and non-verbal reasoning. A sample of 305 native-Italian adolescents (M = 11.11 years, SD = 1.35) participated in the study. ToM was assessed using the Strange Stories and Silent Films tasks, verbal ability through the PMA Vocabulary subtest, and non-verbal reasoning with the MaRs-IB test. Social integration was measured using peer nominations for social preference (SP), most liked (ML), and least liked (LL). Multiple linear regressions revealed that ToM significantly predicted SP (p = 0.039) and ML (p < 0.001), while also negatively predicting LL, whereas verbal and non-verbal abilities showed no significant effects. These findings suggest that ToM plays a distinct role in social adaptation, underscoring its importance as a "pure" social predictor of peer integration. Implications for developmental theory and interventions targeting adolescent social inclusion are discussed. Keywords: Adolescence, ToM, Non-Verbal IQ, Verbal Ability, Social Relations