Executive function, attention deficit hyperactivity symptoms and theory of mind in young adults with learning disorders.

This study positions ADHD symptoms as a mediating variable to investigate the potential relationships among executive function, ADHD symptoms, and Theory of Mind. The sample included 160 college students (100 men, 60 women) aged 22-25 (M = 24.80, SD = 1.01). All participants with LD were evaluated prior to entering higher education and were diagnosed with dyslexia (n = 60), dysgraphia (n = 60), and difficulties in executive functioning (n = 40). 100 participants stated having been also diagnosed with ADHD. The results indicated that Executive function exerts a negative and statistically significant effect on attention deficit hyperactivity symptoms (Path a). In turn, attention deficit hyperactivity symptoms showed a negative and significant predictive impact on theory of mind (Path b). The overall effect of Executive function on theory of mind was statistically significant (Path c). After including the mediating variable in the model, the direct effect of Executive function decreased, but remained statistically significant (Path c'). Finally, the analysis based on 5,000 bootstrapping samples confirmed the statistical significance of the indirect effect.