Figure 1.

Conceptual model for the present study. Executive functions and theory of mind skills influence the nature of discrepancies between participant and peer ratings of participants’ social attributes (e.g., popularity, rejection), such that children with poorer social-cognitive skills overestimate desirable attributes and underestimate undesirable attributes. In turn, peer/self-discrepancies regarding social attributes affect parent-reported social adjustment, with overestimation of skills relative to peers predicting poorer adjustment.