Self–Other Understanding Patterns and Psychosocial Adjustment in Children: A Latent Profile Analysis

Abstract: Self–understanding and other–understanding constitute the core of individual socio–cognitive development, specifically, late childhood represents a pivotal developmental juncture characterized by the rapid differentiation and maturation of these two dimensions. However, empirical research has traditionally relied on variable–centered approaches, which often prioritize average associations overlook how these two dimensions integrate and manifest as distinct combination patterns within the individual. Therefore, the present study adopts a person–centered perspective to systematically examine the latent subgroups of self– and other–understanding. By exploring these internal patterns, the research aims to examine the differences between these subgroups regarding internalizing and externalizing problem behaviors as well as prosocial behavior, providing a more nuanced view of social–cognitive development.
This study utilized a cross–sectional survey design to collect data from a sample of 481 school–aged children (Mage = 11.41, SD = 0.96). To measure the core constructs, standardized psychological scales were administered to assess self–understanding, other–understanding, and various psychosocial adjustment indicators. To identify distinct social–cognitive configurations, Latent Profile Analysis (LPA) was performed using Mplus 8.0, utilizing standardized scores of core self–evaluation, security, and empathy as indicators. Given the hypothesized gender differences, separate LPA models were estimated for boys and girls to explore gender–specific structural patterns. Subsequently, a series of analyses of variance (ANOVAs) were conducted to examine differences across the identified profiles in terms of internalizing and externalizing problems, as well as prosocial behavior.
The Latent Profile Analysis (LPA) results revealed pronounced gender heterogeneity in the configurational patterns of self– and other–understanding. For both genders, three common latent profiles were identified: “High–High”, “Moderate–Low”, and “Low–Low” groups. Notably, a unique “Low Self–High Other” profile emerged exclusively among girls, representing a developmental asymmetry where children prioritize the understanding of others over the self. Psychosocial adjustment varied significantly across these latent profiles. For boys, adjustment followed a linear trend where lower scores across both cognitive dimensions consistently predicted higher internalizing and externalizing problems and lower prosocial behavior. Among girls, while the “High–High” profile remained the most adaptive and the “Low–Low” profile the most maladaptive, the unique “Low–High” group presented a complex adaptation pattern: they exhibited significantly higher prosocial behavior compared to the “Moderate–Low” and “Low–Low” groups, yet continued to show more problem behaviors than their “High–High” counterparts.
In conclusion, this study demonstrates that the configurational patterns of self– and other–understanding, along with their associated psychosocial adjustment, exhibit distinctive gender–specific characteristics during late childhood. The identification of the “Low Self–High Other” group specifically in girls underscores the impact of gender socialization, where females may be more inclined toward external interpersonal sensitivity at the expense of internal self-reflection. The diverse associations between these profiles and adjustment indicators suggest that the “balance” between self and other understanding is a critical determinant of psychosocial adaptation. This research moves beyond variable–centered approaches by highlighting the qualitative differences in how children integrate social-cognitive information, thereby broadening the theoretical scope of developmental social cognition.
This study offers several valuable insights for educational targeted interventions. First, the “Low–Low” and “Moderate–Low” profiles identify high–risk children requiring priority support to preemptively mitigate internalizing and externalizing risks. Second, the unique “Low Self–High Other” profile in girls necessitates gender-informed strategies that prioritize self–conceptual clarity and self–compassion over additional empathy training. Crucially, educators should be aware that prosocial behavior is not an infallible indicator of perfect psychosocial adjustment, as evidenced by the “Low–High” group who still suffer from significant behavioral problems. By adopting these person–centered insights, practitioners can transition from universal approaches to profile–specific support, addressing the idiosyncratic socio–cognitive needs of diverse children.