The role of theory of mind, brain-behavioral systems and social problem solving in predicting social anxiety of elementary school students

This study aimed to investigate the role of theory of mind, brain-behavioral systems and social problem solving method in predicting social anxiety in elementary school students. This method was descriptive and correlational. The population included all the elementary school students in Sareyn city. The sample consisted of 120 students who were selected by convenience sampling. The data were collected using social anxiety (Watson et al.), theory of mind (Astyrnman), brain-behavioral systems (Carver & White) and social problem-solving (Dzvryla et al.) questionnaires. The data was analyzed using Pearson correlation and multiple regression analysis. Pearson correlation's results showed that was a significant relationship between students' social anxiety, theory of mind (r=-0.69), behavioral inhibition system (r=0.77), behavioral activation system (r=-0.78), and social problem-solving method (r=-0.85) (p<0.01). Regression analysis showed that social problem-solving method (32 percent), theory of mind (35 percent) and brain systems behavior (44 percent) were able predict variance in social anxiety. According to the results, brain-behavioral systems, theory of mind, and problem-solving method have a decisive role in predicting social anxiety symptoms.