نوع مقاله : مقاله پژوهشی
نویسندگان
1 کارشناسی ارشد مشاوره مدرسه، دانشکده علوم انسانی و اجتماعی، دانشگاه اردکان، اردکان، ایران.
2 استادیار گروه روانشناسی، دانشکده علوم انسانی و اجتماعی، دانشگاه اردکان، اردکان، ایران.
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The aim of the study was to investigate the mediating role of emotional intelligence in the relationship between theory of mind and executive functions (working memory and problem solving). The research design was correlational and structural equation modeling (SEM). The statistical population of the research included female students aged 14 to 18 years in Khomeini Shahr city in 1400, 300 of whom were selected by available sampling method. Measurement tools include the Emotional Intelligence Questionnaire (Shutt et al., 1998) and the Tower of London problem-solving software tests (Shallis et al., 1982), N-back working memory (Kerchner, 1958) and the mental test. Reading was through eye images (Baron-Cohen, 2001). 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 active memory and problem solving with coefficients of 0.318 and 0.299 respectively (P< 0.01), emotional intelligence with Active memory and problem solving had a positive and significant direct effect with coefficients of 0.219 and 0.319 respectively (P< 0.01). The indirect effect of theory of mind on active memory and problem solving with the mediating role of emotional intelligence was 0.036 and 0.062, respectively. According to the results of the research, it can be said that the theory of mind and emotional intelligence are significantly effective on the executive functions of working memory and problem solving, so it is very important to implement methods to improve the executive functions of students.
کلیدواژه‌ها [English]
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