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Mediating role of excitement processing in the relationship between the theory of mind with academic engagement
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Arefe Rayatnia    , Olia Emadian 1, Bahman Mirzayian |
| 1- , rayatniya.tara@yahoo.com |
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Abstract: (2394 Views) |
Abstract
Introduction: Academic performance is always a function of individualchr('39')s emotional and psychological dimensions. Therefore, the purpose of this study was to investigate the mediating role of emotional processing in the relationship between the theory of mind with academic engagement in students.
Methods: The research method was descriptive-correlational and in particular, structural equation modeling. The statistical population of this study was 529 female students in Ghaemshahr city. A total of 300 students were selected by available sampling. Zarang academic engagement questionnaire (2012), Emotional Processing Scale Baker et al. (2010) and Streammanchr('39')s Theory of mind questionnaire (1994) was used.
Results: The results showed that there is a significant direct relationship between mental theory and emotional processing with academic engagement. The research model was fit and validated and 0.42 of the educational involvement variance was explained by the theory of mind and emotional processing. Empirical processing had a mediator role in the relationship between the theory of mind and emotional processing with academic engagement.
Conclusion: With the changes in social cognition as the core of the theory of mind, emotional processing can be increased and ultimately increased their academic engagement.
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| Keywords: Key words: theory of mind, emotional processing, academic involvement |
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Full-Text [PDF 557 kb]
(1257 Downloads)
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Article Type: Original Research |
Subject:
Theories of Learning and Teaching in Medical Sciences
Received: 2019/05/21 | Accepted: 2019/06/23 | Published: 2020/11/30
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