Investigating the Relationship between Theory of Mind Ability and Academic Achievement and Self-Efficiency of Students with Conduct Disorder in Ardabil

The aim of this study was to determine the relationship between theory of mind ability and academic achievement and self-efficacy of students with conduct disorder in Ardabil. This descriptive study is correlational type, and the population of study consisted of all students with conduct disorder in high schools (secondary levels of 7, 8, 9) of Ardabil in March, 2015. Multi-stage cluster sampling method was used which covered 384 person and then Rutter’s behavioral disorders questionnaire form B was put at the disposal of teachers, and among people who were diagnosed with conduct disorder a total of 60 students with conduct disorder were selected as the sample group. Data were collected by the use of a questionnaire regarding self-efficiency in children and adolescents, Hopi’s theory of mind, behavioral disorder questionnaire by Rutter form B and academic records. Obtained information was analyzed by using Pearson correlation coefficient test and regression test. The results showed that there is a significant relationship between theory of mind with academic achievement, self-efficiency, social self-efficiency, academic self-efficiency and emotional self-efficacy (05/0>p). Regression analysis showed that theory of mind can predict significantly about 38% of the variances of academic achievement, 29% of the variances of self-efficiency, 26% of the variances of social self-efficiency, 41% of the variances of academic self-efficacy, and 28% of the variances of emotional self-efficiency in students. Accordingly, it can be concluded that theory of mind can predict academic achievement and self-efficiency in students with conduct disorder and it shows the relationship between these variables.