Volume 4, Issue 188 (11-2025)                   J Except Educ 1404, __(188): 96-96 | Back to browse issues page

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Pourzargar R, NOSRATI HESHI K. Structural Equation Modeling The role of Theory of Mind and Personal Intelligence on The Academic Performance of Students with Specific Learning Disorders with The Mediating Role of Self-control. J Except Educ 2025; 4 (188) : 5
URL: http://exceptionaleducation.ir/article-1-2801-en.html
Structural Equation Modeling The role of Theory of Mind and Personal Intelligence on The Academic Performance of Students with Specific Learning Disorders with The Mediating Role of Self-control
Rana Pourzargar1 , KAMAL NOSRATI HESHI *2
1- University of Tabriz, Tabriz, Iran
2- Farhangian University , kamalnosrati1367@cfu.ac.ir
Abstract:   (124 Views)

Background and purpose: This study examines the role of theory of mind and personal intelligence
in the academic performance of students with specific learning disabilities through structural equation
modeling, with self-control as a mediator.
Method: The research is descriptive-survey in nature. The statistical population consisted of secondcycle
elementary students with specific learning disabilities in Ardabil and Tabriz counties during the
2023-2024 academic year. 81 students with specific learning disabilities were selected through purposive
sampling and completed the Self-Control Questionnaire (13-item form), Steereman’s Theory of Mind
test, the short form of Mayer’s Personal Intelligence Questionnaire, and Conners’ Academic Performance
Scale. Data analysis was conducted using SPSS version 23 and Smart PLS 3 statistical software.
Results: The results confirmed the causal model of the relationship between theory of mind, personal
intelligence, self-control, and academic performance in students with specific learning disabilities based
on various fit indices (P > 0.05). The model fit indices included a GOF value of 0.58. The direct effects
of theory of mind, personal intelligence (shaping and selection guidance), and self-control on academic
performance were confirmed with coefficients of 0.476, (0.569, 0.769), and 0.292, respectively. Additionally,
the direct effects of theory of mind and personal intelligence (shaping and selection guidance) on selfcontrol
were supported with coefficients of 0.418 and (0.449, 0.780), respectively. The indirect effects
indicated that theory of mind (0.12), shaping (0.13), and selection guidance (0.23) influenced academic
performance through the mediation of self-control.
Conclution: Based on the findings, focusing on self-control strategy training, enhancing theory of
mind levels, and strengthening personal intelligence play a crucial role in developing these skills and,
consequently, improving students' academic performance.
 
Article number: 5
Keywords: Academic performance, personal intelligence, self-control, specific learning disability, theory of mind
Full-Text [PDF 865 kb]   (39 Downloads)    
Type of Study: Original Article | Subject: مشکلات یادگیری
Received: 2024/Sep/Thu | Revised: 2025/Nov/Tue | Accepted: 2025/Apr/Tue | Published: 2025/Nov/Tue | ePublished: 2025/Nov/Tue
Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Designed & Developed by : Yektaweb