Volume 1, Issue 191 (5-2026)                   J Except Educ 1405, __(191): 33-47 | Back to browse issues page

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mohseni M, shafieetabar M, sepahvand T. The relationship between the coping styles of parents of students with educable intellectual disabilities with children’s negative emotions and externalizing behavioral problems, with the mediating role of theory of mind. J Except Educ 2026; 1 (191) :33-47
URL: http://exceptionaleducation.ir/article-1-2939-en.html
The relationship between the coping styles of parents of students with educable intellectual disabilities with children’s negative emotions and externalizing behavioral problems, with the mediating role of theory of mind
Mobina Mohseni , Mahdieh Shafieetabar *1 , Tooraj Sepahvand
1- , shaieetabar2005@yahoo.com
Abstract:   (10 Views)

Background and Purpose: Family factors, partially parents’coping styles in response to children's negaive emotions, may influence behavioral outcomes in children with educable intellectual disabilities. The purpose of the present study was to examine the mediating role of theory of mind in the relationship between the parenting coping styles and externalizing behavioral problems among students with educable intelwectual disabilities.
Materials and Methods: This correlational study emploed structural equation modeling (SEM). The statistical population of this study consist of mothers of students with educable mental retardation in Khomein, Iran, during the 2024-2025 academic year. A total of 150 paticipants were selected through purposive sampling. Data were collected using the Coping with Children's Negative Emotions Scale (1990), the Child Behavior Checklist (2001), and the Theory of Mind Inventory (2012). The data were analyzed using structural equation modeling and SMART-PLS software.
Results: The findings indicated that both supportive and unsupportive parental coping style and parental coping style toward children's negative emotions had direct effects on externalizing behavioral problems of students with intellectual disabilities (P<0.05). In addition, theory of mind had a significant effect on children's externalizing behavioral problems (P<0.05). However, the mediating role of theory of mind in the relationship between parental coping styles and externalizing behavioral problems was not statistically significant (P>0.05).
Conclusion: The findings suggest that supportive interventions focus on strengthening supportive coping styles. Moreover, to improve externalizing behavioral problems, direct reinforcement of theory of mind skills should be prioritized within educational and rehabilitation programs.
Keywords: Educable intellectual disability, Emotion, Externalizing behavioral problems, Theory of mind
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Type of Study: Original Article | Subject: Behavior Disorder
Received: 2025/Nov/Wed | Revised: 2026/Jun/Tue | Accepted: 2026/May/Tue | Published: 2026/May/Tue | ePublished: 2026/May/Tue
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