Theory of Mind and Emotional Intelligence in Children with Attention-Deficit/Hyperactivity Disorder
Date
2021-07-05
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Abstract
The current study explored the relationships between theory of mind (ToM), emotional intelligence (EI), and executive functioning (EF) in children between 8 to 12 years of age with Attention-Deficit/Hyperactivity Disorder (ADHD) in comparison to a control group. Measures of ability EI (i.e., emotional knowledge of what to do in social situations) and trait EI (i.e., behaviours carried out in social situations) were used to explore both models of EI. The study included a sample of 76 children, with 36 children in the ADHD group (M = 10.48 years, 75% male) and 40 typically developing children in the control group (M = 10.03 years, 60% male). The Reading the Mind in the Eyes Test – Child (RMET-C) was used to measure ToM, the Mayer-Salovey-Caruso Emotional Intelligence Test- Youth Research Version (MSCEIT-YRV) assessed ability EI, the Bar-On Emotional Quotient Inventory: Youth Version, Short (BarOn EQ-I: YV (S)) assessed trait EI, and the Comprehensive Executive Function Inventory – Parent Report (CEFI-PR) was used to measure child EF abilities. Results of the study indicated no differences in ToM or the ability EI of children with ADHD compared to those without the diagnosis. Children with ADHD had significantly lower EF scores (i.e., attention, inhibitory control, working memory, emotion regulation) and overall trait EI than the control group. Of the trait EI subscale scores, children with ADHD were significantly lower on the Intrapersonal domain. Even after controlling for EFs, differences remained in total trait EI and intrapersonal EI between groups. Both ability EI and trait EI were significant predictors of ToM in the control group; however, only trait EI was found to significantly predict ToM for the ADHD group. In the ADHD group, the EFs of interest in this study did not predict overall ToM; however, emotion regulation was a significant predictor of overall trait EI. Implications for future research and clinical practice are discussed.
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Keywords
theory of mind, emotional intelligence, children, attention-deficit/hyperactivity disorder, executive functioning, trait emotional
Citation
Gray, C. (2021). Theory of Mind and Emotional Intelligence in Children with Attention-Deficit/Hyperactivity Disorder (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.