The Relationship between Theory of Mind and Fear of Success with Mediation of Decision-Making Styles in Teachers

Amani, Rozita; Roshanaei, Mohammad Reza; Ghorbany, Zeinab

doi:10.48310/itt.2025.20483.1176

The Relationship between Theory of Mind and Fear of Success with Mediation of Decision-Making Styles in Teachers

Document Type : Original Research

Authors

¹ Associate Professor, Department of Psychology, Faculty of Economic and Social Sciences, Bu-Ali Sina University, Hamadan, Iran.

² Ph.D. Candidate in Psychology, Department of Psychology, Faculty of Economic and Social Sciences, Bu-Ali Sina University, Hamadan, Iran.

10.48310/itt.2025.20483.1176

Abstract

Background and Objectives: The purpose of this research is to investigate the relationship between theory of mind and fear of success with mediation of decision-making styles in teachers. Methods: The research method was a descriptive correlational research with structural equation modeling. The statistical population of this study included all teachers of the Gorgan Education Department in 2025, of which 302 people were included as samples using the convenience sampling method. The research tools included the Revised Mind Reading Test through the Eyes (Baron-Cohen et al., 2001) and the Fear of Success Scale (Zuckerman & Allison, 1979) and General Decision-Making Styles Scale (Scott & Bruce, 1995). Findings: The results showed that mind reading has a significant indirect effect on fear of success through logical (β = -0.13), intuitive (β = -0.08), and dependent (β = 0.22) decision-making styles. Also, theory of mind has a significant relationship with fear of success and all decision-making styles except avoidant decision-making style. Fear of success also has a significant relationship with all decision-making styles. Conclusion: The findings of this study demonstrate that enhancing theory of mind abilities in teachers can lead to reduced fear of success and improved decision-making styles. The results indicate that training in social cognition skills and rational decision-making may serve as an effective strategy for mitigating psychological barriers to success in educational settings. This research underscores the importance of incorporating cognitive-social factors into educational planning and teachers' professional development programs.

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