The mediating role of theory of mind in the relationship between executive functions and perceived academic self-efficacy in Saudi young adults with intellectual giftedness.

IF 1.6 4区心理学 Q4 CLINICAL NEUROLOGY

Applied Neuropsychology-Adult Pub Date : 2026-08-11 DOI:10.1080/23279095.2026.2714318

Manar Mohammed Haneefa

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引用次数: 0

Abstract

Background: The objective of this research is to study whether Theory of Mind (ToM) mediates the relationship between executive functions (EFs)and perceived academic self-efficacy (PASE) in Saudi young adults with intellectual giftedness.

Methods: Three hundred and twenty young adults participated in this study. They were 180 females (56.25%) and 140 (43.75%). All of them were identified as intellectually gifted. The mean age was 22.4 years old, (SD = 1.01). Descriptive statistics and correlation analysis were performed using SPSS 24.0 software, with missing values of variables replaced by serial means. The mediation model was tested using the SPSS macroprocess program.

Results: Positive correlations between EFs and PASE were revealed. Significant negative correlations between ToM and PASE were found. ToM played a mediating role in the relationship between EFs and PASE.

Conclusion: The ability to use executive functions strengthens students' sense of self-efficacy and allows them to develop greater confidence in their academic abilities.

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心理理论在沙特青年智资执行功能与学术自我效能感关系中的中介作用。

背景：本研究的目的是研究心理理论（ToM）是否在沙特阿拉伯青年智力天才的执行功能（EFs）和学术自我效能感（PASE）之间起中介作用。方法：320名青少年参与本研究。分别为180头（56.25%）和140头（43.75%）。他们都被认为是有智力天赋的。平均年龄22.4岁（SD = 1.01）。采用SPSS 24.0软件进行描述性统计和相关分析，变量缺失值用序列均值代替。采用SPSS macroprocess程序对中介模型进行检验。结果：EFs与PASE呈正相关。ToM与PASE呈显著负相关。ToM在EFs与PASE的关系中起中介作用。结论：使用执行功能的能力增强了学生的自我效能感，使他们对自己的学术能力有了更大的信心。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied Neuropsychology-Adult CLINICAL NEUROLOGY-PSYCHOLOGY

CiteScore

4.50

自引率

11.80%

发文量

134

期刊介绍： pplied Neuropsychology-Adult publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in adults. Full-length articles and brief communications are included. Case studies of adult patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.