Designing and testing the model of social cognition, based on childhood trauma with moderating role of emotional intelligence

Background: Childhood trauma can lead to problems in social cognition, which in turn can affect how people interact and build relationships.Addressing this issue can help to better understand this phenomenon and develop effective interventions to improve the social cognition of people who have been affected by childhood trauma.By specifically considering emotional intelligence as a mediator, this study sought to analyze the link between childhood trauma and social cognition.Materials and methods: Structural equation correlations were employed as the research methodology in this study.The statistical population comprised students of the Islamic Azad University of Roodehen, aged 20 years and above.These students were enrolled in the academic year 2021-2022, and 336 of them were selected through convenience sampling.To gather data for this research, the Schutte Emotional Intelligence Scale (1990) (SSEIT), the Eye-Reading Test (1997) (RMET), and the Bernstein Childhood Trauma Questionnaire (2003) (CTQ) were employed.Data analysis were performed using SPSS-27 and AMOS-26 software, incorporating Pearson correlation and structural equations.Results: The findings showed that the social cognition of students was heavily impacted by childhood trauma and emotional intelligence.In addition, emotional intelligence served as a mediator in the connection between childhood trauma and the social cognition of students.Conclusion: Therefore, it can be said that the emotional intelligence of students reduces the effects of childhood trauma on their social cognition.