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\u00a0<\/p>

\u017dana J. \u017divkovi\u0107 Ran\u010di\u0107<\/p>

Technical school, Pirot<\/p>

Jelisaveta A. Todorovi\u0107<\/p>

University of Ni\u0161, Faculty of Philosophy<\/p>

CAPACITY FOR MENTALIZATION IN ADOLESCENTS AS A PREDICTOR OF FORMAL OPERATIONAL THOUGHT AND SCHOOL SUCCESS<\/p>

Summary: In this research, we set out to examine whether the mentalizing capacity in adolescents is a statistically significant predictor of formal operational thought and school success. For the purpose of this research, we used the Mentalization Questionnaire (MQ), which consists of three subscales: Self-Related Mentalization, Other-Related Mentalization and Motivation to Mentalize \u0430nd Bond’s logical operations test (BLOT). The research involved 200 students from Technical High School in Pirot, 54,5% were boys, and the average age of the participants was 17 years. The research results of multiple regression analysis indicate the model in which mentalizing capacity represents a predictor of formal operational thought is statistically significant and accounts for 51% variance in this criterion variable (R2 = .51; F (3,196) = 67.67; p = .00). Self-Related Mentalization (\u03b2 = .34; p = .00) and Motivation to Mentalize (\u03b2 = .37; p = .00) turned out to be significant individual predictors. When it comes to predictors of school success the model that consists of mentalization capacity dimensions is statistically significant and accounts for 49% of the variance in this variable (R 2 = .49; F (3,196) = 61.92; p = .00). Other-Related Mentalization (\u03b2 = .22; p = .02) and Motivation to Mentalize (\u03b2 = .38; p = .00) indicate a significant predictive potential. We consider that inciting mentalization in educational work can significantly contribute to the development of formal operational thought.<\/p>

Keywords: mentalization, formal operational thought, school success, adolescence.<\/p>

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016235321103400406<\/p>

West, K. K., Mathews, B. L. & Kerns, K. K. (2013). Mother\u2013child attachment and cognitive performance in middle childhood: An examination of mediating mechanisms. Early Childhood Research Quarterly, 28(2), 259\u2013270. httHYPERLINK “https:\/\/doi.org\/10.1016\/j.ecresq.2012.07.005″pHYPERLINK “https:\/\/doi.org\/10.1016\/j.ecresq.2012.07.005″s:\/\/doi.org\/10.1016\/j.ecresq.2012.07.005<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

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