The Relationship of Theory of Mind with Working Memory and Problem Solving In Students: The Mediating Role of Emotional Intelligence

The present study aimed to examine the mediating role of emotional intelligence (EI) in the relationship between theory of mind (ToM) and executive functions, specifically working memory and problem-solving. A correlational research design with structural equation modeling (SEM) was employed. The study population comprised female students aged 14 to 18 years in Khomeini Shahr (2021), from which 300 participants were selected using a convenience sampling method. The assessment instruments included an emotional intelligence questionnaire and software-based tests for the Tower of London task, working memory, and a mind-reading test using eye-image stimuli. The findings indicated that ToM exerted a positive, significant direct effect on EI (β = 0.233), working memory (β = 0.318), and problem-solving (β = 0.299) (p < 0.01). Furthermore, EI had a significant direct effect on working memory (β = 0.219) and problem-solving (β = 0.319) (p < 0.01). The indirect effect of T0M on working memory and problem-solving, mediated by EI, was β = 0.036 and β = 0.062, respectively. These results confirm the mediating role of EI in the association between T0M and executive functions. The findings underscore the pivotal role of ToM and EI in enhancing cognitive functions, suggesting that interventions aimed at strengthening these abilities could improve students' executive functioning.