Executive functions and social cognition in specific learning disorders: a structural equation modeling study of theory of mind as a mediator in childhood

Introduction Specific learning disorders (SLDs) are neurodevelopmental conditions associated with deficits in executive functions (EF) and social cognition. However, the mechanisms linking these processes to learning difficulties remain unclear. This study examined whether theory of mind (ToM) mediates the EF–SLD relationship.Methods In this cross-sectional study (2025), 300 children aged 6–12 years participated. EF was assessed using BRIEF-2 and performance tasks (Go/No-Go, Digit Span). Learning difficulties were measured via parent (CLDQ) and teacher reports, and ToM was assessed using a standardized test. Structural equation modeling with bootstrap analysis (5,000 resamples) tested the model.Results The model showed good fit (CFI = .97, RMSEA = .063). EF was positively associated with SLD (β = .61, p < .001) and negatively with ToM (β = −.58, p < .001). ToM negatively predicted SLD (β = −.34, p < .001). The indirect effect of EF on SLD via ToM was significant (β = .20, p = .001), indicating partial mediation.Conclusion Findings support a neurocognitive model in which EF influences learning difficulties both directly and through ToM. This highlights the importance of integrating cognitive control and social cognition in assessment and intervention for children with SLDs.