Document Type : Research Article (Quantitative)

Authors

1 PhD Student, Department of Psychology, Babol Branch, Islamic Azad University, Babol, Iran

2 Assistant Professor, Department of Psychology, Babol Branch, Islamic Azad University, Babol, Iran

3 Assistant Professor, Department of English Language Teaching, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran

4 Assistant Professor, Department of Statistics, Babol Branch, Islamic Azad University, Babol, Iran

Abstract

Purpose: The aim of this study was to determine the mediating role of emotional processing in the relationship between mind theory and academic performance in bilingual students.
Methodology: This was a cross-sectional correlational study. The study population was the bilingual female students in the ninth grade of Bandar Torkaman County in the academic years of 2019-20 with number of 1200 people. The research sample was 280 people who were selected by multi-stage cluster sampling method. Data were collected with using the theory of mind scale (Steerneman, 1994), academic performance questionnaire (Pham & Taylor, 1999) and emotional processing scale (Baker & et al, 2010) and were analyzed by Pearson correlation coefficient and structural equation modeling methods in SPSS-18 and AMOS-23 software.
Findings: The findings showed that the mode of mediating role of emotional processing in the relationship between theories of mind with academic performance in bilingual students had a good fit. Also, theory of mind on emotional processing and academic performance of bilingual students and emotional processing on their academic performance had a direct and significant effect (P<0.05). In addition, theory of mind with the mediating role of emotional processing had an indirect and significant effect on the academic performance of bilingual students (P<0.05).
Conclusion: According to the direct and indirect relationships of the present study, planning to improve the academic performance of bilingual students is essential by promoting theory of mind and emotional processing

Keywords

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