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Mediating effect of sensitivity to criticism on relationship between theory of mind and academic achievement
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Abstract: (451 Views) |
| This study adds to the growing research on school outcomes associated with individual differences in student’s theory of mind skills by considering whether sensitivity to criticism actually mediate this relationship.Method: this is a correlational study. Society was the entire students in fourth and fifth levels of Elementary Schools in the area 2 of Tehran. 280 participants were chosen through random cluster sampling from four schools (2 female and 2 males) and two classes from every schools. Data was collected by Baron-Cohen eye test and Sensitivity to Criticism Scale (STCS). Tests were completed 1 month before final exams. Criterion of academic achievement was student’s degree in final exams. Descriptive and inferential statistical methods such as frequency, percentage, mean, standard deviation, correlation coefficient and regression analysis were used to analysis the data.Results: there was significant and positive association between theory of mind and academic achievement in students, also there was a significant association between sensitivity to criticism and theory of mind. As well as, sensitivity to criticism has a mediating effect in relationship between theory of mind and academic achievement. Conclusion: according to this study, theory of mind predicts academic achievement through sensitivity to criticism. This study shows the role of individual differences in sensitivity to criticism on effectiveness of theory of mind on academic achievement. |
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| Keywords: sensitivity to criticism, theory of mind, academic achievement |
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Full-Text [PDF 385 kb]
(201 Downloads)
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Type of Study: Research |
Subject:
General
Received: 1400/01/09 | Accepted: 1400/01/09 | Published: 1400/01/09
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