Longitudinal Research on Perspective Taking in Adolescence: A Systematic Review

Abstract

Adolescence is a sensitive socio-cognitive period for social engagement, social skills, and social identity. Perspective taking is an important socio-cognitive skill developing throughout adolescence associated with prosocial behavior and psychological functioning. Identification of factors associated with development of this skill could play an important role in adolescent wellbeing. This systematic review aimed to evaluate longitudinal research of adolescent perspective taking, identifying risk and protective factors, as well as positive and negative outcomes. A systematic search of peer-reviewed and gray literature identified 21 prospective/longitudinal articles that measured adolescent perspective taking. The results include a comparison analysis of empirical definitions and measurements of perspective taking as well as both cross-sectional and longitudinal analyses of socio-cognitive factors in the identified studies. Key findings from the review indicate that adolescent perspective taking gradually increases across the ages of 13 to 18 years, however, males and females differ on their respective trajectories. Cultural differences were found in adolescents aged 15 to 18 years with U.S. adolescents higher in perspective taking than other reviewed countries. Longitudinal adolescent perspective taking is associated with self-esteem, depressive symptoms, and prosocial attitudes and beliefs. The findings also indicate the significance of both adolescent-parent and student–teacher relationships in the development of adolescent perspective taking. Recommendations for intervention, education and future research are discussed.