The Mediation Role of Emotional Intelligence in the Relationship Between the Dimensions of Mind Theory and Social Skills in Students With Learnin Disabilities

The purpose of this study was to investigate the mediating role of emotional intelligence between in the relation to the dimensions of the theory of mind with social skills in students with learning disabilities.

The research population of this study was all students with learning disabilities in elementary school who were studying in educational centers in Shiraz and Marvdasht. For example, 227 students were purposefully selected. The required information was collected by Stairnamn's (1999) theory of mind test, emotional intelligence scale, (1980) and Matson's social skills scale (1983). Statistical analysis was performed by testing the multiple mediation model with more than one independent variable using the Pricher and Hayes (2014) statistical program.

The findings indicated that emotional intelligence can play a mediating role between the theory of mind and social skills in children with learning disabilities. This represents a full mediating role (not partial) of dimensions of happiness, realism, interpersonal relations, self-control and flexibility in the relationship between the second-level theory of mind and social skills.

There is a significant relationship between the theory of mind and emotional intelligence and social skills in children with learning disabilities.