fa مدل‌یابی رابطه بین نظریه ذهن و کارکردهای اجرایی (انعطاف‌پذیری شناختی و بازداری پاسخ) در نوجوانان: نقش میانجی هوش هیجانی مشاوره Consulting پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">کارکردهای اجرایی ساختار&shy;های مهمی هستند</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">که در کنترل و هدایت رفتار نقش مهمی ایفا می&shy;کنند.</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">این پژوهش، با هدف بررسی نقش میانجی هوش هیجانی در رابطه </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">نظریه</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> ذهن و کارکردهای اجرایی (انعطاف&shy;پذیری شناختی و بازداری پاسخ) انجام شد. روش </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">پژوهش حاضر، همبستگی و از نوع مدل&shy;سازی معاد</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">لا</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">ت ساختاری بود</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">. </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">جامعه</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">آماری پژوهش </span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">شامل</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">کلیه دانش&shy;آموزان دختر 13 تا 18 سال شهرستان خمینی شهر در سال 1400 بود که 300 نفر از آنان به روش در دسترس برای نمونه پژوهش انتخاب شدند.</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">برای جمع&shy;آوری داده&shy;ها از پرسشنامه&shy; هوش هیجانی (</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">شات و همکاران، 1998</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">)، آزمون&shy;های نرم افزاری </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">دسته</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">&shy;</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">بندی</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">کارت</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">&shy;</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">های</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">ویسکانسین</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> (گرانت و برگ، 1984)، برو- نرو (هافمن، 1984) و ذهن&shy;خوانی از طریق تصاویر چشم (بارون-کوهن و همکاران، 2001) استفاده شد. برای تجزیه و تحلیل داده&shy;ها از ضریب همبستگی پیرسون و مدل معادلات ساختاری در نرم&shy;افزار ₂₄</span></span><span dir="LTR" new="" roman="" style="font-family:" times="">AMOS</span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">استفاده شد</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">. </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">یافته&shy;ها نشان داد نظریه ذهن </span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">با ضریب 233/0</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> بر هوش هیجانی و بر انعطاف&shy;پذیری شناختی و بازداری پاسخ به ترتیب با ضرایب 133/0 و 218/0 اثر مستقیم مثبت و معنادار &nbsp;داشت (01/0></span></span><span dir="LTR" new="" roman="" style="font-family:" times="">P</span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">)، هوش هیجانی با انعطاف&shy;پذیری شناختی و بازداری پاسخ به ترتیب با ضرایب 144/0 و 337/0 اثر مستقیم مثبت و معنادار داشتند (01/0></span></span><span dir="LTR" new="" roman="" style="font-family:" times="">P</span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">). اثر غیرمستقیم نظریه ذهن بر انعطاف پذیری و بازداری پاسخ با نقش میانجی هوش هیجانی به ترتیب ضرایب 033/0 و 078/0 بود. بنابراین می&shy;توان گفت نتایج حاکی از نقش تعیین&shy;کننده&shy;ی نظریه ذهن و هوش هیجانی، در پیش&shy;بینی کارکردهای اجرایی سرد (انعطاف&shy;پذیری شناختی و بازداری پاسخ) </span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">بود</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">. نهایتاً </span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">ب</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">ا توجه به رابطه بین نظریه ذهن، هوش هیجانی</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">،</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> انعطاف&shy;پذیری شناختی و بازداری پاسخ، با افزایش نظریه ذهن و هوش هیجانی می&shy;توان به بهبود مؤلفه&shy;های کارکردهای اجرایی کمک کرد.</span></span></span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span new="" roman="" style="font-family:" times="">Executive functions are important structures that play an important role in controlling and directing behavior. This research was conducted with the aim of investigating the mediating role of emotional intelligence in the relationship between theory of mind and executive functions (cognitive flexibility and response inhibition). The current research method was correlation and structural equation modeling. The statistical population of the research included all female students aged 13 to 18 in Khomeini Shahr city in 2021, of which 300 were selected for the research sample using the available method. To collect data from the emotional intelligence questionnaire (Schutte et al., 1998), </span><span lang="EN" new="" roman="" style="font-family:" times="">software tests of </span><span new="" roman="" style="font-family:" times="">Wisconsian </span><span lang="EN" new="" roman="" style="font-family:" times="">card sorting (Grant and Berg, 1984), </span><span new="" roman="" style="font-family:" times="">go /no go (Hoffman, 1984) </span><span lang="EN" new="" roman="" style="font-family:" times="">and mind reading through eye images (Baron-Cohen et al., 2001) were used. </span><span new="" roman="" style="font-family:" times="">For data analysis, Pearson&#39;s correlation coefficient and structural equation model were used in AMOS-24 software. The findings showed that theory of mind had a positive and significant direct effect on emotional intelligence with a coefficient of 0.233 and on cognitive flexibility and response inhibition with a coefficient of 0.133 and 0.218 respectively (P<0.01), intelligence Emotion with cognitive flexibility and response inhibition had a positive and significant direct effect with coefficients of 0.144 and 0.337 respectively (P<0.01). The indirect effect of theory of mind on flexibility and response inhibition with the mediating role of emotional intelligence was 0.033 and 0.078, respectively. Therefore, the results indicated the decisive role of theory of mind and emotional intelligence in predicting cold executive functions (cognitive flexibility and response inhibition). Finally, considering the relationship between theory of mind, emotional intelligence, cognitive flexibility and response inhibition, by increasing theory of mind and emotional intelligence, it is possible to help improve the components of executive functions.</span></span></span></span> انعطاف‌پذیری شناختی, بازداری پاسخ, کارکردهای اجرایی, نظریه ذهن, هوش هیجانی Cognitive flexibility, Response inhibition, Executive functions, Theory of mind, Emotional intelligence 1 15 http://jcp.khu.ac.ir/browse.php?a_code=A-10-1832-1&slc_lang=fa&sid=1 Elaheh Shirovi الهه شیروی elaheshirovi@gmail.com 10031947532846007774 10031947532846007774 No Ardakan University دانشگاه اردکان Shekoofeh Mottaghi شکوفه متقی mottaghi@ardakan.ac.ir 10031947532846007775 10031947532846007775 Yes Ardakan University دانشگاه اردکان Afsaneh Moradi افسانه مرادی moradi.afsane@gmail.com 10031947532846007776 10031947532846007776 No Persian Gulf University دانشگاه خلیج فارس