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year 15, Issue 1 (Spring 1 2026 2026)
Rooyesh 2026, 15(1): 181-190 |
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Shojaiezadeh M, Yazdanpanah M. (2026). Comparison of Alexithymia and Theory of Mind in Students with Specific Learning Disorder and Typical Students. Rooyesh. 15(1), 181-190. doi:10.66224/Rooyesh.15.1.181
URL: http://frooyesh.ir/article-1-6522-en.html
URL: http://frooyesh.ir/article-1-6522-en.html
1- M.A. student in Educational Psychology, Department of Educational Psychology, Faculty of Islamic Education and Training, Islamic Azad University, Tehran North Branch, Tehran, Iran.
2- Assistant Professor, Department of Educational Psychology, Faculty of Islamic Education and Training, Islamic Azad University, Tehran North Branch, Tehran, Iran. ,yazdan52@gmail.com
2- Assistant Professor, Department of Educational Psychology, Faculty of Islamic Education and Training, Islamic Azad University, Tehran North Branch, Tehran, Iran. ,
Abstract: (211 Views)
The present study aimed to compare alexithymia and theory of mind in students with specific learning disorder and normal students. The research was descriptive in type and causal-comparative in method. The statistical population included 10–12-year-old students with specific learning disorder and normal students in elementary schools of District 4 of Tehran in the 2024–2025 academic year. From this population, 30 students with specific learning disorder were selected through convenience sampling, and 30 normal students were selected through multistage cluster sampling as the sample. The research instruments included the Children’s Alexithymia Scale (CAS; Nasaei Moghadam et al., 2019) and the Theory of Mind Inventory (ToMI; Hutchins et al., 2012). Data were analyzed using multivariate analysis of variance (MANOVA). The findings showed that there was a significant difference between students with specific learning disorder and normal students in alexithymia and theory of mind (p < 0.001). The mean scores of students with specific learning disorder were higher in alexithymia and its subscales than those of normal students (p < 0.001). In addition, the mean scores of students with specific learning disorder were lower in theory of mind and its dimensions compared to normal students (p < 0.001). These findings emphasize the importance of considering emotional–cognitive aspects in the assessment and interventions related to the socio-emotional needs of children with specific learning disorder.
Type of Article: Research |
Subject:
General Psychology
Received: 2025/08/28 | Accepted: 2025/10/18 | ePublished: 2026/03/29
Received: 2025/08/28 | Accepted: 2025/10/18 | ePublished: 2026/03/29
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