Theory of mind and executive functions in children with visual impairment: The mediating role of emotional intelligence

This study investigated emotional intelligence as a mediator between theory of mind and executive functions in children with visual impairment Two hundred and ten children with visual impairments participated, 120 males and 90 females, aged 10 13 years (<i>M</i> = 11.1, SD = 4.67), Madinah City, Saudi Arabia. Research data were analyzed using descriptive statistics (mean, standard deviation), inferential statistics (Pearson correlation), and structural equation modeling analysis using AMOS 24/4 software. Pearson correlation was used for linear correlation between continuous variables. The mediation analysis was conducted using the PROCESS SPSS Macro version 4.2, model 4 for SPSS, a regression-based approach for testing mediation effects. Theory of mind has a positive and significant effect on emotional intelligence, cognitive flexibility, working memory, and inhibitory control in children with visual impairment (Standard coefficient = 4.445, 4.129, 4.010, 4.105, respectively, <i>P</i>-Value = 0.001). Also, emotional intelligence has a positive and significant effect on cognitive flexibility, working memory, and inhibitory control in children with visual impairment. The results of the present study showed that theory of mind and emotional intelligence have a direct relationship with the components of executive functions in children with visual impairment.