رابطه نظریه ذهن با حافظه فعال و حل مسئله در دانش آموزان: نقش میانجی هوش هیجانی

هدف پژوهش، بررسی نقش میانجی هوش هیجانی در رابطۀ بین نظریۀ ذهن و کارکردهای اجرایی (حافظۀ فعال و حل مسئله) بود. طرح پژوهشْ همبستگی و از نوع مدل‌یابی معادلات ساختاری (sem) بود. جامعۀ آماری پژوهش شامل دانش‌آموزان دختر 14 تا 18 سال شهرستان خمینی‌شهر در سال 1400 بود که 300 نفر از آنان به‌روش نمونه‌گیری دردسترس انتخاب شدند. ابزارهای اندازه‌گیری شامل پرسشنامۀ هوش هیجانی و آزمون‌های نرم‌افزاری حل مسئلۀ برج لندن، حافظۀ فعال اِن‌‌بک و آزمون ذهن‌خوانی ازطریق تصاویر چشم بود. یافته‌ها نشان داد نظریۀ ذهن  رابطه مثبت و معناداری با هوش هیجانی (0.233=β)، حافظۀ فعال (0.318=β) و حل مسئله (0.299=β) داشت (0.01>p). علاوه براین هوش هیجانی با حافظۀ فعال (0.219=β)و حل مسئله (0.319=β) رابطۀ مستقیم مثبت و معنادار داشت (0.01>p). رابطۀ غیرمستقیم نظریۀ ذهن با حافظۀ فعال و حل مسئله  به‌ترتیب ضرایب 0.036 و 0.062 بود. بنابراین نقش میانجی گری هوش هیجانی در رابطۀ بین نظریه ذهن با حافظه فعال و حل مسئله تایید شد. باتوجه ‌به نتایج پژوهش، می‌توان گفت نظریۀ ذهن و هوش هیجانی، به‌طور معناداری بر عملکردهای اجرایی حافظۀ فعال و حل مسئله موثر هستند؛ بنابراین، اجرای شیوه‌هایی برای بهبود عملکردهای اجرایی دانش‌آموزان بسیار مهم است.

the relationship of theory of mind with working memory and problem solving in students: the mediating role of emotional intelligence

the present study aimed to examine the mediating role of emotional intelligence (ei) in the relationship between theory of mind (tom) and executive functions, specifically working memory and problem-solving. a correlational research design with structural equation modeling (sem) was employed. the study population comprised female students aged 14 to 18 years in khomeini shahr (2021), from which 300 participants were selected using a convenience sampling method. the assessment instruments included an emotional intelligence questionnaire and software-based tests for the tower of london task, working memory, and a mind-reading test using eye-image stimuli. the findings indicated that tom exerted a positive, significant direct effect on ei (β = 0.233), working memory (β = 0.318), and problem-solving (β = 0.299) (p < 0.01). furthermore, ei had a significant direct effect on working memory (β = 0.219) and problem-solving (β = 0.319) (p < 0.01). the indirect effect of t0m on working memory and problem-solving, mediated by ei, was β = 0.036 and β = 0.062, respectively. these results confirm the mediating role of ei in the association between t0m and executive functions. the findings underscore the pivotal role of tom and ei in enhancing cognitive functions, suggesting that interventions aimed at strengthening these abilities could improve students’ executive functioning.introductionexecutive functions are higher-order cognitive and metacognitive processes that facilitate goal-directed behavior by enabling individuals to manage their thoughts, emotions, and actions. these functions encompass a range of advanced abilities, including inhibition, strategic planning, self-initiation, cognitive flexibility, and impulse control (di-tella et al., 2020). among these, problem-solving is regarded as a core component, representing an intelligent, rational, and goal-oriented activity that reflects the highest levels of human cognitive functioning (güven et al., 2019). working memory, another critical aspect of executive functions, is responsible for the temporary storage and manipulation of information necessary for executing complex cognitive tasks, such as reasoning, comprehension, learning, and mental retention (major & tet, 2019). impairments in executive functions can significantly affect cognitive, emotional, and social performance, resulting in a range of challenges across personal, academic, and interpersonal domains (craven, 2023).theory of mind (tom), a crucial cognitive skill, enables individuals to understand others’ mental states, including beliefs, desires, and emotions, facilitating successful social interactions and adaptive behavior (ruffman, 2014). research demonstrates the role of tom in enhancing self-regulation, problem-solving skills, executive control processes, and the interpretation of ambiguous stimuli. it also contributes to success in learning, academic achievement, social competence, interpersonal skills, and emotion management (doenyas et al., 2018; lackner et al., 2010; wang et al., 2017).despite these insights, no studies to date have investigated the interconnected relationships between tom, emotional intelligence (ei), and executive functions. prior research has highlighted links between tom and ei, while ei has also been shown to influence executive functions. building on these findings, the present study aims to investigate the mediating role of ei in the relationship between tom and executive functions, offering new insights into the cognitive and emotional mechanisms underlying executive functioning. methodthe present study employed a descriptive-correlational design. the