The Mediating Role of Theory of Mind in the Relationship Between Executive Functions and Marital Burnout Using Structural Equation Modeling and Artificial Neural Networks (SEM-ANN)
سال انتشار: 1403
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 129
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شناسه ملی سند علمی:
JR_INJOEAS-5-4_009
تاریخ نمایه سازی: 3 مهر 1403
چکیده مقاله:
Purpose: This study aimed to investigate the mediating role of theory of mind (ToM) in the relationship between executive dysfunction and marital burnout. Methods and Materials: The study employed a descriptive-correlational design with a sample of ۳۰۰ married women from counseling centers in Tehran. Data were collected using the Barkley Deficits in Executive Functioning Scale, the Baron-Cohen Theory of Mind Questionnaire, and the Pines Couple Burnout Measure. To analyze the data, structural equation modeling (SEM) was used to examine the direct and indirect relationships between variables, and artificial neural networks (ANN) were employed to explore nonlinear and interactive effects. Findings: The results showed a significant positive relationship between executive dysfunction and marital burnout, as well as a significant negative relationship between ToM and marital burnout. Mediation analysis revealed that ToM partially mediated the relationship between executive dysfunction and marital burnout. Both SEM and ANN analyses confirmed the robustness of the relationships between executive functions, ToM, and marital burnout, with executive dysfunction emerging as the strongest predictor of marital burnout. Conclusion: The findings suggest that impairments in executive functions contribute to marital burnout both directly and indirectly by affecting ToM. Interventions aimed at improving executive functions and ToM, such as mindfulness-based programs and cognitive-behavioral therapies, may help reduce the risk of marital burnout. These results underscore the importance of cognitive and social processes in understanding and addressing relationship dissatisfaction and emotional exhaustion in marriages.
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نویسندگان
Fatemeh Babaei
PhD Student, Department of Psychology, Jolfa International Branch, Islamic Azad University, Jolfa, Iran.
Mohammadhossein Abdollahi
Associate Professor, Department of Psychology, Kharazmi University, Tehran, Iran.
Maryam Amini Gilvani
MA, Department of Psychology, Refah University, Tehran, Iran.
Marjan Masoomifard
Associate Professor, Department of Educational Sciences, Payam Noor University,Tehran, Iran.
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