The Relationship between Theory of Mind and Academic Anxiety in High School Students: The Mediating Role of Motivational Learning Strategies

This study was undertaken to examine the relationship between theory of mind and academic anxiety mediated by motivational learning strategies among a group of high school students. The present study had a descriptive, correlational design. The statistical population of the study included all female 9th graders studying in public high schools in Qaemshahr in 2019-2020 school year. The sample size was determined based on the number of observed variables and allocation of coefficient 20 for each observed variable (11 variables). Considering the probability of incomplete questionnaires, the sample size was determined to be 300 and the sample was drawn using two-stage cluster sampling method. The research instruments included Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990), Achievement Anxiety Test (Alpert & Haber, 1960), and Theory of Mind Test (Steerneman, 1999). Structural equation modeling was performed to analyze the data. The results revealed that theory of mind and motivational learning strategies exerted significant, direct effects on academic anxiety. In addition, motivational learning strategies played a mediating role in the indirect link between theory of mind and academic anxiety. In general, the research model was approved and the research variables could predict 62% of variance in academic anxiety. The present study underscores the importance of cognitive factors such as theory of mind and motivational learning strategies in explaining academic anxiety.