Tehran University of Medical Sciences Auditory and Vestibular Research 2423-480X 23 5 2017 07 31 86 93 Abbas Sheikhmohammadi Department of Psychology and Education of Exceptional Children, Faculty of psychology and Educational Science, University of Tehran, Iran Ali Rezaei Mirhesari Department of Psychology and Education of Exceptional Children, Faculty of psychology and Educational Science, University of Tehran, Iran Sirwe Soleimany Department of Psychology and Education of Exceptional Children, Faculty of psychology and Educational Science, University of Tehran, Iran 2017 05 20 Background and Aim: Students with hearing impairment show delayed development of theory of mind (ToM) compared with normal children. One factor impacting development of theory of mind is parent-child interaction. The present study investigated the relationship between maternal emotional intelligence and theory of mind in students with hearing impairment. Methods: The present study employed correlational research. 40 students with profound hearing impairment (age range: 8-14 years) and their mothers were selected to participate. Measurement instruments included the false belief task and emotional intelligence questionnaire. The questionnaire was completed by mothers. Correlational analysis and multiple regression methods were used for data analysis. Results: Results indicated no significant correlation between the total score on false belief task and the emotional intelligence score and its components (p>0.01). Multiple regression analysis showed that maternal emotional intelligence and its components cannot predict student's scores in false belief tasks (p>0.01). Conclusion: The results show that there is no significant correlation between maternal emotional intelligence and theory of mind in students with hearing impairment. Therefore, maternal emotional intelligence cannot predict the development of theory of mind in students with hearing impairment. https://avr.tums.ac.ir/index.php/avr/article/view/223