The relationship between Emotional dyslexia and Theory of mind in Children with Attention deficit hyperactivity Signs: the mediating role of Emotion regulation and Emotional intelligence

Considering emotional issues in theory of mind deficits in children with attention deficit hyperactivity disorder is one of the important fields of research, so purpose present study was to investigate relationship between theory of mind and emotional dyslexia in children with attention deficit hyperactivity Signs by considering mediating role of emotion regulation and emotional intelligence. Research method was correlation with path analysis model. The statistical population of research was all children suffering from attention-deficit-hyperactivity Signs who referred to psychological clinics in Tehran, by available sampling 400 of them were given research questionnaires, including Theory of Mind Questionnaire (Stirman, 1994), the Toronto Alexithymia scale (Rieffe et al., 2006), emotion regulation (Gross et al., 2003) and emotional intelligence (Schutte et al., 1998). Finally, hypothetical model of research was consistent with data, which provides a good fit of model and showed that Emotional dyslexia affects theory of mind both directly (p<0.01, β=0.273) and through mediation of emotional intelligence and emotion regulation (p<0.01, β=0.387). The results of research showed that emotional dyslexia can predict theory of mind in children with attention deficit hyperactivity disorder both directly and through mediation of two variables of emotion regulation and emotional intelligence. Results of present study can be used as a model to explain emotional components in deficiency in theory of mind in this context.