جستجوی مقالات مرتبط با کلیدواژه « نظریه ذهن » در نشریات گروه « روانشناسی »

The purpose of this research was to predict emotion regulation in married women based on the theory of mind and cognitive abilities. The research method was descriptive-correlation studies. The research population was all married women aged 20 to 45 living in District 5 of Tehran in 1401. The research sample was 172 married women who were selected by the available sampling method. Baron Cohen et al.'s Mind Reading Test (RMET) (2001) Rescue Cognitive Abilities (CAQ) (2012) and Gross and John's Emotional Regulation (ERQ) (2003) were used to collect data. Multiple linear regression was used to analyze the data. The results showed that the theory of mind and cognitive abilities can predict emotional regulation in the suppression dimension (P<0.05). The adjusted coefficient of determination showed that the predictor variables could explain 12.2% of the suppression variance. These findings indicate that the emotional regulation of married women can be predicted with the variables of theory of mind and cognitive abilities to prevent marital problems.

The present study was conducted with the aim of investigating the effect of emotional literacy training on academic engagement and theory of mind of 9-12 year-old girls. The research method was semi-experimental with pre and post- test with a control group. The statistical population included female students aged 9 to 12 in the city of Isfahan in the academic year 2020-21. Of these, 24 were selected based on availability and randomly assigned to either a control group (N=12) or an experimental group (N=12) groups. The experimental group received eight sessions of emotional literacy training for 60 minutes, and the control group did not receive any training. All participants completed the following questionnaires: Zarang's (2012) Academic Engagement Questionnaire and Stirenman's (1999) Theory of Mind Test. Results of Mann-Whitney U test showed that emotional literacy education improved the level of theory of mind and academic engagement of students. Therefore, emotional literacy training in schools and counseling centers can be used to increase students' theory of mind and academic engagement

Children with physical disabilities may face challenges in mobility, exploration of their environment, and social interaction due to movement restrictions. These limitations can also lead to delays in the development of social cognition, specifically in theory of mind (ToM). This study aimed to compare the level of ToM abilities among students with motor problems, intellectually disabled students (ID), and students with typical development (TD), with a focus on the role of motor disabilities. To achieve the goal of this causal-comparative research, we recruited 44 students with cerebral palsy (CP), 29 ID students, and 46 TD students through from schools in Zanjan, Iran. The Gross Motor Function Classification System - Expanded & Revised (GMFCS - E&R), as well as the Wechsler, Leiter, and Goodenough intelligence tests, and a 38-item Theory of Mind questionnaire were employed to collect the necessary data. The results of multivariate analysis of variance revealed that despite having normal intelligence and homogeneity in terms of gender and age, students with physical disabilities performed poorly compared to TD students in the third level of theory of mind (F=6.02, p=0.003). However, students with motor disabilities outperformed ID students in the second level of theory of mind (F=21.18, p<0.001). Overall, the results of the study confirmed the relationship between motor limitations and ToM, revealing that despite normal intelligence, movement restrictions can negatively impact children’s ToM capabilities by limiting their social relationships.

The purpose of this study was to gain a coherent understanding of the importance of language, identify and categorize its components in the acquisition of children's theory of mind ability, and also to provide a conceptual model in this regard. The type of research was descriptive, the method of conducting it was qualitative and based on library citation research that was done using systematic review and meta-study (meta-synthesis) methods. The target population included all the researches and studies available in foreign and domestic databases that were conducted from 1990 to 2021 in the field of the relationship between language and theory of mind. By applying the theoretical and targeted sampling method and selecting a sample of related studies and researches, the required data were collected. The sampling process continued until theoretical saturation was achieved. 123 articles were screened Finally. The data was analyzed by content analysis method. In the open coding stage, 143 component codes were identified. Based on the concept of the identified codes and their classification in a similar component, in the axial coding stage, 5 main components and 2 secondary components were obtained. The findings indicated that the relationship between language and theory of mind can be theoretically explained based on 5 main linguistic components in the order of priority: pragmatics, semantics, syntax, vocabulary and phonology and 2 sub-linguistic components: meta-linguistic and whole. Presenting this conceptual model is a step towards achieving a comprehensive and new explanation of the importance of language in the development of the theory of mind and will lead to increasing and updating existing knowledge and benefiting from it at practical levels, including in research, educational and clinical aspects.

The aim of the present study was to investigate the mediating role of mind theory in relation to executive functions with quality of life and empathy in children. The research method was descriptive-correlation modeling of structural equations. The statistical population included children (boys and girls) aged 6 to 12 years in Meybod city in the academic year 1400-1399, 350 of whom were selected by the available sampling method and completed the children's empathy questionnaires of Auyeung et al (2009), quality of life form of Varni et al (2001), Coolidge neuropsychological (2002) and Hutchins' Theory of Mind (2012) the parent form. The results showed that the research model is a good fit. Executive functions have a significant direct effect on the theory of mind, quality of life and empathy of children. Theory of mind also has a significant direct effect on the quality of life and empathy of children. Another finding showed that the theory of mind plays a mediating role in the relationship between executive functions and children's quality of life and empathy. Therefore, it can be concluded that by improving executive functions and strengthening the theory of mind, we can increase the quality of life and empathy in children.

Considering emotional issues in theory of mind deficits in children with attention deficit hyperactivity disorder is one of the important fields of research, so purpose present study was to investigate relationship between theory of mind and emotional dyslexia in children with attention deficit hyperactivity Signs by considering mediating role of emotion regulation and emotional intelligence. Research method was correlation with path analysis model. The statistical population of research was all children suffering from attention-deficit-hyperactivity Signs who referred to psychological clinics in Tehran, by available sampling 400 of them were given research questionnaires, including Theory of Mind Questionnaire (Stirman, 1994), the Toronto Alexithymia scale (Rieffe et al., 2006), emotion regulation (Gross et al., 2003) and emotional intelligence (Schutte et al., 1998). Finally, hypothetical model of research was consistent with data, which provides a good fit of model and showed that Emotional dyslexia affects theory of mind both directly (p<0.01, β=0.273) and through mediation of emotional intelligence and emotion regulation (p<0.01, β=0.387). The results of research showed that emotional dyslexia can predict theory of mind in children with attention deficit hyperactivity disorder both directly and through mediation of two variables of emotion regulation and emotional intelligence. Results of present study can be used as a model to explain emotional components in deficiency in theory of mind in this context.

The purpose of this research was to investigate the effectiveness of cognitive empowerment of mental states on the mind reading ability of substance dependent people. The current study was a quasi-experimental type with a pretest-posttest design with a control group. 30 drug addicts with the same conditions in terms of age, education, occupation, etc. were selected and randomly assigned to two experimental and control groups (15 people in each group). The participants responded to the eye reading test (Baron-Cohen test) in the pretest and posttest. The experimental group was subjected to the intervention of the cognitive empowerment program (Terme program) and the control group did not receive any intervention. The results of covariance analysis showed that cognitive empowerment (Terme program) is effective on the ability to read minds (theory of mind) in drug dependent people. In fact, the Terme program has improved the ability to read minds through the eyes in drug dependent people. Based on the results of the present research, it is possible to use the cognitive empowerment program (Terme program) in the ability to read minds through the eyes for drug dependent people.

AbstractThe purpose of this study was to determine the effective of the training program of executive functions on improving levels of theory of mind in children with attention deficit / hyperactivity disorder. The research method was semi-experimental with post-test pre-test with control group. The study population included all 6- to 8-year-old children in Tabriz, of whom 30 were selected by convenience sampling and randomly assigned to experimental (15) and control (15) groups.Then the Theory of Mind Questionnaire (Hutchins, Perlock , Bonazinga , 2012) was completed by parents of both groups. After performing the pre-test, the experimental group was trained in the executive functions program. The program was designed by researchers and consisted of 24 sessions in which 4 skills (working memory, inhibition, flexibility and attention training) were taught, At this stage, the children in the control group did not receive any training. The post-test was performed again and the data obtained from the pre-test and post-test were analyzed using analysis of covariance.The data showed a significant difference between the control and experimental groups in the post-test of variable theory of mind scores after adjusting for the effect of pre-test of theory of mind(P<01). Based on this study, it can be suggested that improving the executive functions can increase the levels of theory of mind.

Executive functions are important structures that play an important role in controlling and directing behavior. This research was conducted with the aim of investigating the mediating role of emotional intelligence in the relationship between theory of mind and executive functions (cognitive flexibility and response inhibition). The current research method was correlation and structural equation modeling. The statistical population of the research included all female students aged 13 to 18 in Khomeini Shahr city in 2021, of which 300 were selected for the research sample using the available method. To collect data from the emotional intelligence questionnaire (Schutte et al., 1998), software tests of Wisconsian card sorting (Grant and Berg, 1984), go /no go (Hoffman, 1984) and mind reading through eye images (Baron-Cohen et al., 2001) were used. For data analysis, Pearson's correlation coefficient and structural equation model were used in AMOS-24 software. The findings showed that theory of mind had a positive and significant direct effect on emotional intelligence with a coefficient of 0.233 and on cognitive flexibility and response inhibition with a coefficient of 0.133 and 0.218 respectively (P<0.01), intelligence Emotion with cognitive flexibility and response inhibition had a positive and significant direct effect with coefficients of 0.144 and 0.337 respectively (P<0.01). The indirect effect of theory of mind on flexibility and response inhibition with the mediating role of emotional intelligence was 0.033 and 0.078, respectively. Therefore, the results indicated the decisive role of theory of mind and emotional intelligence in predicting cold executive functions (cognitive flexibility and response inhibition). Finally, considering the relationship between theory of mind, emotional intelligence, cognitive flexibility and response inhibition, by increasing theory of mind and emotional intelligence, it is possible to help improve the components of executive functions.

The aim of the current research was to investigate the mediating role of emotional intelligence in the relationship between the dimensions of socially competent theory of mind in adolescents. The population of the current research was all female adolescents aged 12 to 15 in Tabriz city. 150 teenagers were randomly selected. The required information was collected by Stirenman's theory of mind test (1990), Barr's emotional intelligence scale (1980) and Felner's social competence measurement scale. Statistical analysis was performed by multiple mediation model test with more than one independent variable using AMOS and SPSS21 statistical program. Research evidence, in general, of the positive and significant relationship of emotional intelligence with various indicators of social adjustment, such as appropriate social behavior in elementary school children, empathy of people with each other and openness to feelings, lack of negative interaction with friends, warmth and feeling of sympathy with others, Communicating positively with others and being satisfied with this relationship informs. Based on the findings of this research, emotional intelligence plays a mediating role in the relationship between theory of mind variables and social competence in adolescent girls. This indicates the full mediation role of the dimensions of happiness, realism, interpersonal relationships, self-control and flexibility in the relationship between second-level theory of mind and social fulfillment.

The present research was conducted with the aim of designing and compiling a combined program based on the theory of mind method and the flortime method and its effectiveness on social-communication skills and stereotyped behaviors of children with autism spectrum disorder.

The present research method is mixed (qualitative-quantitative) of sequential exploratory type. In the qualitative part with the approach of inductive content analysis, socio-statistics included all the valid scientific sources and articles indexed and related in the databases, and theoretical sampling and the saturation rule were used. In the quantitative part, the population of this research was all children aged 2 to 5 years with autism spectrum disorder who referred to Autism Center of Rafsanjan, who were willing to cooperate and participate in the meetings on behalf of themselves and their families. The sample included 5 children aged 2 to 5 years with autism spectrum disorder. These people were selected by purposeful sampling and investigated in a single-group study with a single-subject design. The research tool was Gilliam Gazer's (1994) questionnaire.

The results of the qualitative part of the research led to the development of a 12-session combined therapy package based on the theory of mind method and flortime method. The results of the quantitative part showed that the combined training method based on the theory of mind method and the flortime method had an effect on the social-communication skill components with an improvement percentage between 25 and 55%. The theory of mind method and the Flortime method have had an effect on the scores of stereotyped behaviors with a recovery percentage between 14 and 46%.

The conceptual model of the combined program based on the theory of mind method and the flortime method was developed based on the dimension of communication skills, the dimension of motor speech skills, the dimension of interpersonal skills and social interaction, and the dimension of emotion recognition. The results showed that the teaching method of the combined program based on the theory of mind method and the flortime method had an effect on social-communication skills and stereotyped behaviors.

The aim of this study was to investigate the effectiveness of the cognitive-emotional theory of mind on improving hot and cold empathy in children who have been victims of child abuse. In line with this goal, 2 child victims of emotional abuse were purposefully selected in the form of a single-subject experimental design with a single baseline. According to the research design, in the baseline stage, the subjects' cold and hot empathy status were measured using the Dads et al questionnaire. Then, in the intervention phase, the skills of psycho-emotional theory were implemented during twelve sessions based on Hall et al model. In this regard, during the fourth, sixth, eighth, tenth and twelfth sessions, the subjects' cold and hot empathy were measured. For data analysis, the ocular and graph analysis methods were used and the percentage of effect size and improvement was calculated. Data analysis indicated that teaching the skills of the emotional-cognitive theory of mind is clinically effective in improving the hot and cold empathy of child victims of emotional abuse. These findings have practical implications in the clinical field and indicate that the promotion and improvement of the theory of mind protects children from the harms caused by emotional abuse.

The aim of the current research was to compare the psychological needs, mind theory, and emotion regulation abilities of female students with parental divorce experience and normal female students. The research method was causal-comparative. The statistical population of this research included female students of different faculties of the University of Tabriz in 1401, among whom 120 people were selected as a convenient sample. The sample was selected in such a way that 60 female students who experienced parental divorce were selected. Then, 60 female students who did not have the experience of parental divorce were selected according to their age, education, and marital status in an accessible manner. To collect the data, basic psychological needs questionnaire (BNSG-S) Deci & Ryan  (2000), emotional regulation questionnaire (CERQ) Garnefski & Kraaij (2006)  and mind reading questionnaire (RMET) Baron & Cohen (2001)   were used. Multivariate analysis of variance and independent t-test showed that the dimension of independence, competence, and connection of psychological needs, mind theory, and adaptive emotion regulation strategies among female students with parental divorce experience is significantly lower than normal students. but The amount of non-compromised emotion regulation strategies among female students with parental divorce experience is significantly higher than among normal students (p≤0/05). According to the findings, it is concluded that there is a difference between female students with and without parental divorce experience in terms of these three variables.

Family and employment are indispensable components of modern life (1) In this regard, in recent years, the employment of both partners has given rise to widespread changes in family structure and roles (2). Changes in the roles along with those in relationships and family structures in families, including employed couples, result in various issues that can affect not only family life but also working life (3). Marital satisfaction is among the most crucial aspects related to family life that a couple's employment can influence (4). A satisfactory life can lead to more flexibility in managing life burdens, lowering the risk of mental harm, better adaptation, longer life, and lowering emotional health problems (8).Executive functions are regarded as one of the most fundamental aspects of cognitive performance, which turns to control (regulatory) mechanisms mainly used to regulate human cognition and behaviors (47).Theory of mind can play a mediatory role between the variables of executive functions and marital satisfaction. Understanding the relationship between these variables can not only improve and enhance life satisfaction but can also help resolve marital problems and conflicts. The current study aimed to design a marital satisfaction model based on executive functions with the mediatory role of the theory of mind among employed couples. 

The current study can be classified as primary research as far as the research purpose is concerned, and in terms of the data collection procedure, it can be regarded as descriptive-correlational research. The research sample of this study included all employed couples in Tehran, Iran, in 2022. The sampling procedure was clustering-stratified so that two regions were randomly selected from the twenty-two Tehran regions. Then, the intended qualified couples to participate in the research were chosen in each region. There were eleven noticeable variables for each of which twenty participants were considered. The number of two hundred and twenty participants is adequate for the research sample. Accordingly, given the burden involved, five hundred and ten participants were regarded so that the researcher could gain access to the desired sample in case of attrition based on the opinions of specialized figures. Among this group, data from five hundred individuals were suitable for analysis. The instruments applied in the current study were as follows:Barkly Executive Functions Scale: This eighty-nine-statement scale is a self-report instrument that applies for the age range of eighteen to eighty-one and includes five sub-scales which measure five actions including executive action of self-management of time, self-organization– problem-solving, self-control-inhibition, self-motivation, and self-discipline. Cronbach's alpha coefficients for sub-scales lay within the range of 0.80 and 0.92, whereas for the whole scale, the figure was 0.96.Visual Stories Assignment of Theory of Mind: Corcoran, Cahill, and Frith (1997) introduced visual stories to assess the theory of mind, including six visual story cartoons. in this assignment, the participants were asked to put a series of pictures correctly. In the case of failure, the participants were guided by the researcher, and later, they were asked to provide oral explanations for each picture and answer some incorrect beliefs. Correct ordering of the pictures received six points and correct answers to questions were assigned one score. Higher scores are indicative of a person's higher capability in theory of mind. This scale was administered in Iran by Mashhadi et al. (2015), and a reliability coefficient of 0.75 was reported using alpha Cronbach reliability (35).Enrich Marital Satisfaction Scale: This scale consists of thirty-five items, which measure four sub-scales of idealistic distortion, marital satisfaction, communication, and conflict resolution. Cronbach's alpha coefficient of 0.68 was attained in this study (39).

The education of 11% of couples was post-graduate, 50.6% had a bachelor's degree, 33.4% post-graduate degree, and 5% had a PhD 33.4% of the couples were between 25 and 35 years old, 42.4% were between 35 and 45 years old, and 25.2% were 45 years old and older. Besides, 37.8% of couples had one child, 46% had two children, and 16.2% had three or more children. The results indicated that none of the research variables had a considerable deviation from normal distribution, and skewness of score distribution lay within the range of +2 and -2, while the kurtosis lay within the range of +3 and -3. Hence, the conclusion can be drawn that data are normally distributed.Variance Inflation Factor (VIF) was drawn to analyze the linear relationship between predicting variables, which was lower than ten for all variables. Furthermore, statistics on tolerance were reported to be 0.2 in this study. The frequency table was used to pinpoint univariate outliers, reporting no outliers. Additionally, the results of the Pearson correlation indicated a negative significant correlation between executive functions and marital satisfaction, whereas a positive significant correlation exists between the theory of mind and marital satisfaction (P<0.001).Results showed that the direct paths between executive functions and theory of mind (β=-0.398) (P=0.001) and that of marital satisfaction (β=-0.511) (P=0.001) are significant. Moreover, the bootstrap test in macro program was used to investigate the effect of the mediator variable of the theory of mind in the relationship between executive functions and marital satisfaction, the results of which are indicative of an indirect correlational path. Express differently, the theory of mind as a mediator variable between executive functions and marital satisfaction can directly affect the relationship between these variables. Therefore, the conclusion can be drawn that the theory of mind plays a mediatory role in the association between executive functions and marital satisfaction among employed couples.

The attained findings from the intended model showed that the theory of mind exerts a mediatory role in creating a relationship between executive function and marital satisfaction. A point can be made to account for these findings regarding the common nervous origin between executive functions and the theory of mind. Imaging studies proved that activities of different frontal regions are involved in the theory of mind and executive functions (53). By affecting the frontal region of the brain, executive functions can strengthen planning during the cognitive processes in the brain and create more constructive social interactions and social behaviors, including theory of mind (52). In addition, in some executive functions, such as cognitive flexibility, it is considerably required that people understand how people feel and think (53). Therefore, any injury to the frontal region can result in a person’s inability to perceive emotional messages and respond to them. Moreover, research in developmental psychology approves the relationship between executive functions and social awareness, particularly the ability to perceive one’s psychological conditions and those of others (54).

Autism is a neurodevelopmental disorder characterized by persistent deficits in communication-social skills, and weakness in social skills in these children has negative consequences. New hypotheses relate autism spectrum disorder to a deficiency in the theory of mind. Teaching social-emotional skills by including self-awareness, self-management, social awareness, and emotional awareness can be an effective intervention to improve the theory of mind in these children. This is despite the fact that there is a research gap in this field and no study has been conducted to investigate this important issue.

The present study was conducted with the aim of determining the effectiveness of social-emotional skill training in improving the theory of mind in children with autism.

The design of the current research was a quasi-experimental type of pre-test-post-test and control group. The statistical population of the research included all male students with autism spectrum in the age group of 7 to 15 years in the city of Tehran in the academic year of 2019-2020, from which 20 people were randomly selected and divided into two experimental groups (10 people) and control (10 people) were replaced. For the experimental group, ten sessions of social-emotional skill training intervention taken from the educational package of Khosrotash et al. (2019) were implemented, but the control group did not receive any intervention. The data collection tools in this research included the autism spectrum assessment questionnaire (Ehlers et al., 1999) and theory of mind test (Muris et al., 1999), which were completed by parents. Also, the obtained data were analyzed using the covariance analysis method and the SPSS version 22 software.

The results show that social-emotional learning training has increased theory of mind scores in the experimental group (P<0.05). The effect size of the theory of mind score was 36%, and therefore social-emotional learning has been able to explain 36% of the changes in theory of mind scores.

According to the results obtained in the present study, it seems that social emotional skill training can affect the theory of mind in children with autism. Therefore, it is recommended to use it along with other treatment methods in order to improve emotional, social and communication skills in these children.

This study was conducted with the aim of cultural approach in modeling traits of borderline personality disorder in adolescents based on theory of mind: the mediating role of problem solving styles.

The research method was structural equation modeling. The statistical population included all adolescents aged 15 to 18 years from schools in the five districts of Tehran in the academic year of 2018-2019, using the multiplicity sampling method of 352 adolescents, boys and girls, as a selection sample and borderline personality questionnaires (BPI) of mind-reading from They completed the eye images (RMET) and problem solving styles questionnaire. The data were analyzed with the help of SPSS and AMOS software and with the method of structural equation modeling.

The findings showed that theory of mind has an effect on borderline personality disorder traits by mediating problem solving styles in adolescents with a path coefficient of 0.68, theory of mind has an effect on problem solving styles with a path coefficient of 0.87. Also, problem solving styles have an effect on borderline personality disorder traits with a path coefficient of 0.65.

Therefore, it is possible to reduce the pathological symptoms of people with borderline personality disorder by considering the cultural background of teenagers and by teaching problem solving skills.

The purpose of this research was to compare the effectiveness of cerebellar training and executive functions training programs on the theory of mind of children with oppositional defiant disorder. The research method was semi-experimental with a pre-test-post-test design and a control group with a follow-up period of 1 month. The statistical population of this research included all 5-6-year-old children suffering from oppositional disobedience disorder in Gonbad Kavos city in 2022. The sample size included 45 people who were selected by the available sampling method and placed in two experimental and control groups. For the first experimental group, cerebellar training and for the second experimental group, executive functions training was implemented, while the control group did not receive training. The research tools included the Children Symptom Inventory-4 (CSI-4, Gadow, Sprafkin, 1994 ) and the Theory of Mind Questionnaire (TOM, Muris, et al, 1999). Analysis of variance with repeated measurements was used for statistical analysis. The results showed that in the post-test and follow-up phases, the average of both experimental groups was significantly higher than the control group (p<0.05). The results showed that cerebellar training and executive functions training programs are efficient interventions to improve the theory of mind of children with oppositional defiant disorder.

Since there is a positive relationship between executive functions and theory of mind with moral judgment, in the current research, the aim is to investigate the relationship between executive functions and moral judgment with regard to the mediating role of theory of mind.

This descriptive-correlation study was based on structural equation modeling. The statistical population of this research was 9 to 11-year-old children of Ilam City, and 370 of them were selected by convenience sampling method. Sinha and Verma's (1971) moral judgment questionnaire, Ghamrani et al.'s (2006) theory of mind, and Barkley's (2012) executive functions were used to collect information. The data were analyzed by Spearman's correlation and structural equation modeling using SPSS version 24 and Smart PLS version 3 software.

The findings showed that there is a relationship between executive functions and moral judgment (β=0/246 % & P<0/05), executive functions and theory of mind (β=0/545 % & P<0/05), and theory of mind and moral judgment (β=0/494 % & P<0/05). Also, the mediating role of the theory of mind in the relationship between executive functions and moral judgment (β=0/269 % & P<0/05) was confirmed.

Executive function is the underlying cognitive capacity that enables and facilitates higher level cognition such as reasoning and decision making in moral situations. Also, the executive function has an effect on improving the level of the theory of mind. Therefore, in order to improve moral judgment, intervention programs that target the development of executive functions should be given more attention; Because it is possible to provide a suitable platform for improving the level of the theory of mind through the improvement of executive functions, and the improvement of the theory of mind will affect the progress of moral judgments.

This study was undertaken to examine the relationship between theory of mind and academic anxiety mediated by motivational learning strategies among a group of high school students. The present study had a descriptive, correlational design. The statistical population of the study included all female 9th graders studying in public high schools in Qaemshahr in 2019-2020 school year. The sample size was determined based on the number of observed variables and allocation of coefficient 20 for each observed variable (11 variables). Considering the probability of incomplete questionnaires, the sample size was determined to be 300 and the sample was drawn using two-stage cluster sampling method. The research instruments included Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990), Achievement Anxiety Test (Alpert & Haber, 1960), and Theory of Mind Test (Steerneman, 1999). Structural equation modeling was performed to analyze the data. The results revealed that theory of mind and motivational learning strategies exerted significant, direct effects on academic anxiety. In addition, motivational learning strategies played a mediating role in the indirect link between theory of mind and academic anxiety. In general, the research model was approved and the research variables could predict 62% of variance in academic anxiety. The present study underscores the importance of cognitive factors such as theory of mind and motivational learning strategies in explaining academic anxiety.

Hyperactivity disorder is one of the common disorders in childhood that is associated with defects in self-regulation functions. Among the therapeutic approaches that can affect self-regulation in these students is teaching theory of mind. this study aimed to evaluate the effectiveness of mind theory training on the self-regulatory executive function of hyperactive elementary school students in Piranshahr. The current research method was Quasi-experimental and the statistical population was sixth grade students with attention deficit hyperactivity disorder. The statistical sample of this study included 50 hyperactive students, who were selected by purposeful sampling and were placed in two experimental and control groups. The research tools were Connors rating scale questionnaire for parents, Pintrich and de Groot self-regulated learning strategies questionnaire. The validity of two instruments is standard And the reliability using Cronbach's alpha was 0.842 and 0.938 respectively.The results of MANCOVA showed that Theory of mind training can improve self-regulation (F=397/47), cognitive strategies (F=155/63), metacognitive strategies (F=149/66) and motivational beliefs (F=248/65) in hyperactive students. As a result, teaching theory of mind by improving cognitive processing can improve cognitive processes and increase self-regulation in hyperactive students