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AuthorSalhi, Imène Soumaya
AuthorLancelot, Céline
AuthorMarzouki, Yousri
AuthorSouissi, Wided
AuthorBesbes, Aya Nejiba
AuthorLe Gall, Didier
AuthorBellaj, Tarek
Available date2023-09-28T09:51:12Z
Publication Date2023-03-09
Publication NameFrontiers in Psychiatry
Identifierhttp://dx.doi.org/10.3389/fpsyt.2023.974174
CitationSalhi, I. S., Lancelot, C., Marzouki, Y., Souissi, W., Besbes, A. N., Le Gall, D., & Bellaj, T. (2023). Assessing the construct validity of a theory of mind battery adapted to Tunisian school-aged children. Frontiers in Psychiatry, 14, 974174.
ISSN1664-0640
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85150737014&origin=inward
URIhttp://hdl.handle.net/10576/48072
AbstractBackground: Theory of mind (ToM) refers to the ability to understand others’ states of mind, desires, emotions, beliefs, and intentions to predict the content of their mental representations. Two major dimensions within ToM have been studied. The first is the type of inferred mental state, which can be cognitive or affective. The second comprises the types of processes involved according to their degree of complexity (first- and second-order false belief and advanced ToM). ToM acquisition is fundamental—a key component in the development of everyday human social interactions. ToM deficits have been reported in various neurodevelopmental disorders through various tools assessing disparate facets of social cognition. Nevertheless, Tunisian practitioners and researchers lack a linguistically and culturally appropriate psychometric tool for ToM assessment among school-aged children. Objective: To assess the construct validity of a translated and adapted French ToM Battery for Arabic-speaking Tunisian school-aged children. Methods: The focal ToM Battery was designed with neuropsychological and neurodevelopmental theory and composed of 10 subtests distributed evenly in three parts: Pre-conceptual, cognitive, and affective ToM. Translated and adapted to the Tunisian sociocultural context, this ToM battery was individually administered to 179 neurotypical Tunisian children (90 girls and 89 boys) aged 7–12 years. Results: After controlling for the age effect, construct validity was empirically confirmed on two dimensions (cognitive and affective) via structural equation modeling (SEM) analysis, demonstrating that this solution has a good fit. The results confirmed that the age affected differentially the performance obtained on ToM tasks based on the two components of the battery. Conclusion: Our findings confirm that the Tunisian version of the ToM Battery has robust construct validity for the assessment of cognitive and affective ToM in Tunisian school-aged children; hence, it could be adopted in clinical and research settings.
SponsorOpen Access funding provided by Qatar National Library.
Languageen
PublisherFrontiers Media SA
Subjectconstruct validity
psychological assessment
school-aged children
test adaptation
theory of mind
TitleAssessing the construct validity of a theory of mind battery adapted to Tunisian school-aged children
TypeArticle
Volume Number14
dc.accessType Open Access


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