Structural Equation Modeling of the Mediating Role of Theory of Mind in the Relationship between Executive Function Deficits and Anxiety in Children with Special Learning Disorders

Introduction: The purpose of the present study was to investigate structural equation modeling of the mediating role of theory of mind in the relationship between executive function deficits and anxiety in children with special learning disorders.
Method: This was descriptive-correlation research. The statistical population of the study was children aged 6 to 12 years with special learning disorders who referred to learning disorders centers in the north of Tehran city in spring of year 2024. The sample size was selected based on Klein's model (2023) and with subjectivw sampling of 300 childern. Data collection tools include the Colorado learning difficulties questionnaire (CLDQ) of Willcutt and et al (2011), Spence children's anxiety scale - short version (SCAS-S) of Ahlen and et al (2018), behavior rating inventory of executive function, second edition (BRIEF-2) of Gioia and et al (2015) and theory of mind test (Tom-Test) of Muris and et al (1999). Data were analyzed using Pearson correlation and structural equations modeling.
Result: The results showed direct effect of executive function deficits (β=0.29 and sig=0.001) and theory of mind (β=-0.29 and sig=0.001) were significant on anxiety. Also, the results showed that theory of mind had a mediating role in relationship between executive function deficits with anxiety (β=0.52 and sig=0.001). Also, the final research model had a good fit (RMSEA=0.07, p<0.05).
Discussion and Conclusion: According to the findings of this research and the importance of the role of the executive function deficits and theory of mind in the anxiety of children with special learning disorders, it is suggested to experts in this field to use the training of executive functions and theory of mind to improve anxiety in these children.