Table 7. Means, standard deviations, and correlations for all children.
| Variable | M | SD | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|---|---|---|
| 1. ToM | 0.58 | 0.29 | ||||||||
| 2. FP | 0.35 | 0.21 | .39** | |||||||
| 3. FPa | 0.33 | 0.31 | .42** | .75** | ||||||
| 4. FPb | 0.37 | 0.28 | .13** | .70** | .05 | |||||
| 5. CSUS | 2.86 | 0.58 | .39** | .36** | .37** | .15** | ||||
| 6. CSPI | 3.32 | 0.64 | .26** | .27** | .22** | .16** | .20** | |||
| 7. QSI | 3.05 | 0.50 | .11 | .19** | .14** | .13** | .20** | .21** | ||
| 8. LANGUAGE | 0.74 | 0.27 | .41** | .40** | .39** | .19** | .43** | .25** | .22** | |
| 9. ToPSS | 3.61 | 0.73 | .20** | .20** | .22** | .07 | .21** | .17** | .23** | .23** |
Note. ToM–theory of mind scale, FP–faux pas recognition test, FPa–faux pas stories with faux pas, FPb–faux pas stories without faux pas, CSUS–Children Social Understanding Scale, CSPI–Children’s Self-Efficacy for Peer Interaction Scale, QSI—Questionnaire of Student Integration, LANGUAGE–language skills, ToPSS–Taxonomy of Problematic Social Situations
* indicates p < .05
** indicates p < .01. M and SD are used to represent mean and standard deviation, respectively.