The mediating role of theory of mind in the relationship between executive functions and perceived academic self-efficacy in Saudi young adults with intellectual giftedness.

BACKGROUND: The objective of this research is to study whether Theory of Mind (ToM) mediates the relationship between executive functions (EFs)and perceived academic self-efficacy (PASE) in Saudi young adults with intellectual giftedness. METHODS: Three hundred and twenty young adults participated in this study. They were 180 females (56.25%) and 140 (43.75%). All of them were identified as intellectually gifted. The mean age was 22.4 years old, (SD = 1.01). Descriptive statistics and correlation analysis were performed using SPSS 24.0 software, with missing values of variables replaced by serial means. The mediation model was tested using the SPSS macroprocess program. RESULTS: Positive correlations between EFs and PASE were revealed. Significant negative correlations between ToM and PASE were found. ToM played a mediating role in the relationship between EFs and PASE. CONCLUSION: The ability to use executive functions strengthens students' sense of self-efficacy and allows them to develop greater confidence in their academic abilities.