The effectiveness of mind theory training on self-regulatory executive function of hyperactive primary school students in Piranshahr

Hyperactivity disorder is one of the common disorders in childhood that is associated with defects in self-regulation functions. Among the therapeutic approaches that can affect self-regulation in these students is teaching theory of mind. this study aimed to evaluate the effectiveness of mind theory training on the self-regulatory executive function of hyperactive elementary school students in Piranshahr. The current research method was Quasi-experimental and the statistical population was sixth grade students with attention deficit hyperactivity disorder. The statistical sample of this study included 50 hyperactive students, who were selected by purposeful sampling and were placed in two experimental and control groups. The research tools were Connors rating scale questionnaire for parents, Pintrich and de Groot self-regulated learning strategies questionnaire. The validity of two instruments is standard And the reliability using Cronbach's alpha was 0.842 and 0.938 respectively.The results of MANCOVA showed that Theory of mind training can improve self-regulation (F=397/47), cognitive strategies (F=155/63), metacognitive strategies (F=149/66) and motivational beliefs (F=248/65) in hyperactive students. As a result, teaching theory of mind by improving cognitive processing can improve cognitive processes and increase self-regulation in hyperactive students