Intelligence最新文献_第4页

Critical thinking disposition as a mediator in creativity and problem-solving: A MASEM study 批判性思维倾向在创造力和问题解决中的中介作用：一项MASEM研究

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-11-01 Epub Date: 2025-08-23 DOI: 10.1016/j.intell.2025.101951

Ayhan Koçoğlu , Sedat Kanadlı

Critical thinking disposition (CTD) is a higher-order thinking skill that plays a crucial role due to its direct and indirect effects on problem-solving (PS) and creative thinking (CT) skills. Studies in the field of education frequently emphasize critical thinking as an important component of 21st-century skills. Accordingly, this study examined the mediating role of critical thinking disposition between problem-solving and creative thinking skills. Utilizing the meta-analytic structural equation modeling (MASEM) method, this study synthesized 74 correlation values from 64 studies. These correlations examined the relationships between critical thinking disposition (CTD) and problem-solving skills (PSS) (k = 53), CTD and creative thinking skills (CTS) (k = 15), and PSS and CTS (k = 6). Correlation coefficients were considered to test the mediating role of CTD in the relationship between creative thinking and problem-solving. Data collected from a total population of 17,273 individuals were included in the analysis. The research results show that CTD is related to both PSS and CTS. Furthermore, it was determined that CTD acts as a partial mediator in the relationship between PSS and CTS. According to this result, creative thinking affects problem-solving both directly and indirectly through critical thinking disposition, with these pathways collectively explaining 22 % of the variance in problem-solving. The study findings also indicated that the scales used to measure CTD might yield different results concerning the relationships with PSS and CTS. Conversely, it was determined that the country where the studies were conducted, participant age, and gender were not significant moderators. These findings highlight the interconnectedness of these higher-order thinking skills and suggest that interventions targeting CTD could enhance both creative and problem-solving abilities, while also underscoring the need for careful consideration of measurement instruments.

批判性思维倾向（Critical thinking disposition， CTD）是一种高阶思维技能，它对解决问题（problem-solving， PS）和创造性思维（creative thinking， CT）具有直接和间接的影响。教育领域的研究经常强调批判性思维是21世纪技能的重要组成部分。因此，本研究考察了批判性思维倾向在解决问题能力和创造性思维能力之间的中介作用。本研究利用meta分析结构方程模型（MASEM）方法，综合64项研究的74个相关值。这些相关性检验了批判性思维倾向（CTD）与解决问题能力（PSS）（k = 53）、批判性思维倾向（CTD）与创造性思维能力（CTS）（k = 15）、创造性思维倾向和CTS （k = 6）之间的关系。通过相关系数检验CTD在创造性思维与问题解决之间的中介作用。从17,273个个体中收集的数据被纳入分析。研究结果表明，CTD与PSS和CTS都有关系。此外，我们确定CTD在PSS和CTS之间的关系中起部分中介作用。根据这一结果，创造性思维通过批判性思维倾向直接或间接地影响解决问题，这些途径共同解释了解决问题的22%的差异。研究结果还表明，用于测量CTD的量表可能会对PSS和CTS的关系产生不同的结果。相反，研究进行的国家、参与者的年龄和性别并不是显著的调节因素。这些发现强调了这些高阶思维技能的相互联系，并表明针对CTD的干预措施可以提高创造性和解决问题的能力，同时也强调了仔细考虑测量工具的必要性。

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引用次数: 0

Lack of measurement invariance in mental health assessment across intelligence levels: Investigation into nonlinearity reveals a broader issue 缺乏测量不变性的心理健康评估跨智力水平：调查非线性揭示了一个更广泛的问题

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-11-01 Epub Date: 2025-09-24 DOI: 10.1016/j.intell.2025.101963

Stanisław K. Czerwiński, Roman Konarski, Paweł A. Atroszko

The notion of individuals with extremely high intelligence experiencing specific psychological difficulties has been brought up many times by researchers, with no consensus being reached on this matter. Modeling the relationship between intelligence and mental health nonlinearly allows for revealing the possibility for extremely intelligent individuals to experience specific difficulties affecting their mental health while still having better mental health on average. Moreover, with gender roles ingrained in the social world, men and women are likely to have different experiences with how their social environments react to their high intelligence. This study used data from two cohort studies: the National Longitudinal Survey of Youth 1979 (NLSY79; n = 8474) and 1997 (NLSY97; n = 6472). Although, the results of polynomial and piecewise regression suggested that the relationship of intelligence with depression and distress is nonlinear, the results of local structural equation models showed the lack of measurement invariance of mental health measures across intelligence values for both men and women. The factor loadings for the measures decreased, as the intelligence values increased. As such, values of mental health are not comparable across different levels of intelligence. If this effect is also present on a larger number of psychometric instruments, the implications on psychological research could be substantial. The lack of measurement invariance of psychometric instruments across intelligence can compromise the results of studies, not only those testing for nonlinear relationships of intelligence, but also those testing for linear ones.

研究人员多次提出，具有极高智力的个体会经历特定的心理困难，但在这个问题上没有达成共识。对智力和心理健康之间的关系进行非线性建模，可以揭示出极端聪明的个体在平均心理健康状况较好的情况下，经历影响其心理健康的特定困难的可能性。此外，由于社会性别角色根深蒂固，男性和女性在社会环境对他们高智商的反应方面可能会有不同的体验。本研究使用了两个队列研究的数据：1979年全国青年纵向调查（NLSY79; n = 8474）和1997年（NLSY97; n = 6472）。虽然多项式回归和分段回归的结果表明，智力与抑郁和痛苦的关系是非线性的，但局部结构方程模型的结果表明，男性和女性的心理健康测量缺乏跨智力值的测量不变性。随着智力值的增加，测量的因素负荷也随之减少。因此，心理健康的价值在不同的智力水平之间是没有可比性的。如果这种效应也出现在更多的心理测量工具上，那么对心理学研究的影响可能是实质性的。心理测量工具在智力测试中缺乏测量不变性，不仅会影响智力非线性关系测试的结果，也会影响智力线性关系测试的结果。

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引用次数: 0

An investigation into differences in general intelligence and coaches' subjective assessment of players' decision-making skills across different playing positions in EPPP association football academies EPPP协会足球院校不同位置球员一般智力及教练员对球员决策能力主观评价差异的调查

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-11-01 Epub Date: 2025-10-29 DOI: 10.1016/j.intell.2025.101968

Scott Davies , Rob Noonan , Colin Robertson , Sean Sankey

With developments in tactical complexity in association football (soccer) general intelligence and decision-making are becoming increasingly important attributes for players at all levels. However, an absence of evidence regarding general intelligence and decision-making across different positions within English Academy soccer indicates that it is unknown how specific intelligence in soccer needs to be for successful performance. This study aimed to 1) examine differences in general intelligence scores between different playing positions, 2) investigate differences in coach assessed decision-making ability between different playing positions and 3) assess differences between general intelligence test score ranks and decision-making ranks awarded by coaches to each player per position. One hundred and one participants, aged 16–18 years were recruited from eight clubs in the English Football League. Participants completed an established psychometric test of general intelligence and the lead development phase coach at each club ranked players' decision-making ability. There were 99 outfield players who participated: 37 defenders, 34 midfielders and 28 attackers. No difference was found in general intelligence scores between playing positions. However, a significant difference was found in decision-making ranks, with coaches determining attacker's decision-making to be lower than midfielders and defenders. Likewise, no difference was found between general intelligence and decision-making ranks for either defenders or midfielders, but a difference was observed between attackers' general intelligence and decision-making ranks. In conclusion, attacker's game intelligence appears to be underestimated by coaches. Consequently, utilisation of a psychometric test of general intelligence could enhance identification of talented players in Academy soccer.

随着足球战术复杂性的发展，综合智力和决策能力对各级球员来说越来越重要。然而，缺乏关于英格兰足球学院不同位置的一般智力和决策的证据表明，我们不知道在足球中，成功的表现需要多少特定的智力。本研究的目的是：1)研究不同球员位置之间的一般智力得分差异；2)研究不同球员位置之间教练评估决策能力的差异；3)评估每个球员的一般智力测试分数等级和教练给每个球员的决策等级的差异。101名参与者，年龄在16-18岁之间，来自英格兰足球联赛的8个俱乐部。参与者完成了一项既定的一般智力心理测试，每个俱乐部的主要发展阶段教练对球员的决策能力进行了排名。共有99名外场球员参加了比赛：37名后卫，34名中场和28名攻击手。在不同的比赛位置上，一般智力得分没有差异。然而，在决策级别上发现了显著差异，教练认为攻击手的决策低于中场和后卫。同样，后卫和中场球员的一般智力和决策级别之间没有差异，但攻击者的一般智力和决策级别之间存在差异。总而言之，教练们似乎低估了攻击手的比赛智力。因此，利用一般智力的心理测试可以提高识别天才球员在学院足球。

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引用次数: 0

Empathy in subjects with high intellectual potential (HIP): Rethinking stereotypes through a multidimensional and developmental review 高智力潜能被试的共情：从多维发展的角度重新思考刻板印象

IF 3.3 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-09-01 Epub Date: 2025-07-25 DOI: 10.1016/j.intell.2025.101935

Nathalie Lavenne-Collot , Pascale Planche , Laurence Vaivre-Douret

Background

Empathy is often portrayed as a defining trait of individuals with High Intellectual Potential (HIP), frequently associated with heightened sensitivity, emotional depth, or altruistic tendencies. However, such generalizations oversimplify a multidimensional construct and overlook intra-group variability in empathic functioning.

Objective and methods

This review adopts a multidimensional and developmental perspective to examine empathy in HIP individuals. Drawing on cognitive neuroscience, developmental psychology, and psychopathology, it analyzes how emotional, motivational, cognitive, regulatory, and embodied components of empathy interact with high-level intellectual functioning. Specific focus is placed on developmental asynchrony, contextual modulation, and the cognitive–emotional balance of empathy.

Results and discussion

Current evidence suggests that empathy in HIP individuals may not conform to a uniform pattern. Rather, diverse and dynamic configurations appear to emerge, potentially involving a relative dominance of cognitive empathy (CE) over emotional empathy (EE), modulated by regulatory capacities, sensory traits, motivational states, and contextual demands. While such profiles could support analytical detachment in emotionally charged situations, they might also limit affective attunement. These possible configurations—some of which may intersect with neurodevelopmental or psychopathological traits—underscore the need for cautious interpretation, subgroup differentiation, and further empirical investigation.

Conclusion

Understanding empathy in HIP individuals requires a flexible, integrative framework that accounts for developmental plasticity, regulatory diversity, and contextual influences. Such an approach refines empathy models and supports individualized interventions in educational and clinical settings. Future research should prioritize ecologically valid, embodied, and neurophysiological methods to better capture empathic variability across developmental stages.

同情心通常被描述为具有高智力潜能（HIP）的个体的典型特征，通常与高度敏感、情感深度或利他倾向有关。然而，这种概括过于简化了多维结构，忽视了共情功能的群体内变异性。目的与方法本研究采用多维发展的视角对HIP个体的共情进行研究。利用认知神经科学、发展心理学和精神病理学，它分析了共情的情感、动机、认知、调节和体现成分如何与高级智力功能相互作用。具体的重点放在发展异步，情境调节和共情的认知-情绪平衡。结果和讨论目前的证据表明，HIP患者的同理心可能不符合一个统一的模式。相反，出现了多种动态配置，可能涉及认知共情（CE）相对于情感共情（EE）的相对优势，受调节能力、感觉特征、动机状态和情境需求的调节。虽然这样的档案可以在情绪紧张的情况下支持分析超然，但它们也可能限制情感协调。这些可能的配置——其中一些可能与神经发育或精神病理特征交叉——强调了谨慎解释、亚群区分和进一步实证研究的必要性。结论：理解HIP个体的共情需要一个灵活的、综合的框架，该框架考虑了发育可塑性、调节多样性和环境影响。这种方法改进了共情模型，并支持在教育和临床环境中进行个性化干预。未来的研究应优先考虑生态学上有效的、具身的和神经生理学的方法，以更好地捕捉不同发育阶段的共情变异性。

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引用次数: 0

The Short And Free Reasoning Ability assessmeNt (SAFRAN): Multidimensional, publicly available and only 15 minutes testing time 简短而自由的推理能力评估（SAFRAN）：多维的，公开的，只有15分钟的测试时间

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-09-01 Epub Date: 2025-08-20 DOI: 10.1016/j.intell.2025.101947

Patrick Mussel , Philipp Schäpers , Niklas Schulte , Johannes Hewig , Stefan Krumm

The assessment of cognitive abilities is one of the cornerstones of psychological diagnostics. However, most assessments are expensive in terms of both testing time and money and, thus, not conducted as often as they could be, relating to both research as well as applied settings. Here, we report about the development of a new reasoning ability test, the Short And Free Reasoning Ability assessmeNt (SAFRAN). As its name suggests, it assesses reasoning ability in a short time and is free to use. Additionally, using a slightly modified testing procedure, the SAFRAN allows for the assessment of lower order, content-specific reasoning ability factors. We evaluate the SAFRAN across seven samples (total N = 920) with respect to correlations with demographic variables, reliability, internal and external construct-related validity as well as criterion-related validity. Among others, results show that both the reasoning factor as well as content-specific ability factors converge with corresponding indicators from traditional intelligence tests. Thus, the SAFRAN could be a useful instrument for the assessment of multidimensional reasoning ability in situations where resources in terms of time or money are limited.

认知能力的评估是心理诊断的基石之一。然而，就测试时间和金钱而言，大多数评估都是昂贵的，因此，在研究和应用环境方面，没有尽可能频繁地进行。在这里，我们报道了一种新的推理能力测试的发展，即简短自由推理能力评估（SAFRAN）。顾名思义，它可以在短时间内评估推理能力，并且可以免费使用。此外，使用稍微修改的测试程序，SAFRAN允许评估低阶，特定于内容的推理能力因素。我们评估了七个样本（总N = 920）的SAFRAN与人口变量、信度、内部和外部结构相关效度以及标准相关效度的相关性。结果表明，推理因素和特定内容能力因素与传统智力测验的相应指标趋于一致。因此，在时间或金钱资源有限的情况下，SAFRAN可能是评估多维推理能力的有用工具。

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引用次数: 0

Two psychometric profiles of gifted children in referred samples: The need to distinguish between homogeneous and crystallized profiles 参考样本中天才儿童的两种心理测量特征：需要区分均匀型和结晶型特征

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-09-01 Epub Date: 2025-08-23 DOI: 10.1016/j.intell.2025.101948

Corentin Gonthier , Emma Tourreix , Maud Besançon , Jacques Grégoire , Jacques-Henri Guignard

Detecting giftedness is a high-stake issue in psychological assessment. Often defined as intellectual performance in the top 2.5 %, giftedness concerns a substantial share of the general population; giftedness identification is also one of the most frequent motivations for intelligence testing in children. Despite the importance of this topic, there has rarely been consistent research in the methods used to classify an individual as gifted in the context of psychological assessment. Psychometric profiles associated with giftedness, in particular, have not been systematically explored, despite the possibility that there are subtypes of giftedness with different implications for research and practice. We collected the assessment results of a sample of 739 children identified as gifted after completing Wechsler's Intelligence Scale for Children (WISC-IV or WISC-V), in one of five different testing locations in France or Belgium. Profile analyses revealed the existence of two distinct psychometric profiles, each comprising roughly half the sample. One group of children had consistently high performance on all indices; whereas the other group had very high performance specifically on verbal comprehension subtests tapping into crystallized intelligence, but mild performance everywhere else. These results clearly support the idea that there are two roads to giftedness: some children reach the cutoff of giftedness based on high cognitive abilities overall, whereas others are particularly adept at leveraging a capital of acquired knowledge in verbal tasks. These two profiles have different implications for the real-life achievement of gifted individuals, leading to major consequences for both research and clinical practice.

在心理评估中，发现天赋是一个高风险的问题。天赋通常被定义为智力表现在前2.5%的人，在普通人群中占有相当大的份额；天赋鉴定也是儿童智力测试最常见的动机之一。尽管这个话题很重要，但在心理评估的背景下，很少有一致的研究用于将个人分类为天才。特别是与天赋相关的心理测量资料，尚未被系统地探索，尽管有可能存在对研究和实践具有不同含义的天赋亚型。我们收集了739名儿童样本的评估结果，这些儿童在完成韦氏儿童智力量表（WISC-IV或WISC-V）后被确定为天才，在法国或比利时的五个不同的测试地点之一。档案分析揭示了两种不同的心理测量档案的存在，每一种档案大约占样本的一半。一组儿童在所有指标上都表现优异；而另一组在语言理解测试中表现非常好，特别是在涉及结晶智力的测试中，但在其他方面表现平平。这些结果清楚地支持了这样一种观点，即天赋有两条路：一些孩子达到天赋的界限是基于整体的高认知能力，而另一些孩子则特别擅长利用口头任务中获得的知识资本。这两种概况对天才个体的现实成就有着不同的含义，这对研究和临床实践都产生了重大影响。

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引用次数: 0

Measurement invariance of Bildiren non-verbal cognitive ability (BNV) test across gender, grade level, age, and ethnicity 儿童非言语认知能力（BNV）测试在性别、年级、年龄和种族间的测量不变性

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-09-01 Epub Date: 2025-07-30 DOI: 10.1016/j.intell.2025.101946

Ahmet Bildiren , Derya Akbaş

Testing measurement invariance is crucial when working with diverse samples and making critical decisions about individuals, as accurate and meaningful cross-group comparisons are essential. This study investigates the measurement invariance of the Bildiren Non-Verbal Cognitive Ability (BNV) Test across gender, grade level, age, and ethnicity. The analyses utilized data from two samples comprising students aged 4 to 13: Sample 1 (N = 7745), consisting solely of Turkish students, was used for gender (boys and girls), grade level (primary and elementary), and age (4–5, 6–7, 8–9, 10–11, and 12–13 years old) comparisons, while Sample 2 (N = 1719), comprising both Turkish and Syrian students, was used for ethnicity comparisons. Measurement invariance was assessed separately for each group using a multigroup confirmatory factor analysis (MG-CFA) approach. The results indicated scalar invariance, demonstrating that factor loadings and thresholds were equivalent across gender, grade level, age, and ethnic subgroups. These findings support the comparability of factor means across these groups. The results provide validity evidence for the BNV Test scores, supporting valid comparisons across subgroups and enabling their use for diagnostic, evaluative, and selection purposes. This study underscores the importance of assessing measurement invariance to ensure test scores are interpreted fairly and accurately across diverse test-taker groups.

在处理不同样本和对个体做出关键决策时，测试测量不变性至关重要，因为准确和有意义的跨组比较是必不可少的。本研究探讨了儿童非言语认知能力（BNV）测验在性别、年级、年龄和种族间的测量不变性。分析使用了两个样本的数据，包括4至13岁的学生：样本1 (N = 7745)，仅由土耳其学生组成，用于性别（男孩和女孩）、年级水平（小学和小学）和年龄（4 - 5岁、6-7岁、8-9岁、10-11岁和12-13岁）的比较，而样本2 (N = 1719)，包括土耳其和叙利亚学生，用于种族比较。采用多组验证性因子分析（MG-CFA）方法分别评估每组的测量不变性。结果显示标量不变性，表明因子负荷和阈值在性别、年级水平、年龄和种族亚组中是相等的。这些发现支持了这些组间因子均值的可比性。结果为BNV测试分数提供了有效性证据，支持跨子组的有效比较，并使其用于诊断、评估和选择目的。这项研究强调了评估测量不变性的重要性，以确保在不同的考生群体中公平准确地解释考试成绩。

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引用次数: 0

Measuring general cognitive ability in early elementary students: A shortened version of the Raven's Standard Progressive Matrices 早期小学生一般认知能力的测量：雷文标准递进矩阵的简化版

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-09-01 Epub Date: 2025-08-13 DOI: 10.1016/j.intell.2025.101949

Charles Chiu Hung Yip , Xiangzi Ouyang , Xiao Zhang

Raven's Standard Progressive Matrices (SPM) is widely used to assess fluid intelligence in developmental and educational research. Several short forms of the 60-item SPM have been proposed to address its lengthy design. However, an SPM short form for early elementary children is lacking, which is important given their distinct developmental milestones. To bridge this gap, the current study developed a 15-item SPM short form for children aged 6–8 years. The short form displayed a strong correlation with the 60-item SPM (r = 0.85). Monte Carlo simulation, Item Response Theory, and other validation methods collectively supported the short form as a reliable alternative to the full form SPM. Significant positive correlations between the short form with working memory and academic achievement dimensions further supported the validity of the short form. The current study complemented Langener, Kramer, van den Bos, and Huizenga (2022) to offer a complete collection of SPM short forms for developmental populations, enabling researchers to efficiently measure intelligence in these samples. The current short form minimizes participant fatigue intelligence assessments and facilitates more informative research designs, contributing to enhanced progress across developmental and educational research.

雷文标准递进矩阵（Raven’s Standard Progressive Matrices， SPM）在发展和教育研究中被广泛用于评估流体智力。60项SPM的几个简短形式已被提出，以解决其冗长的设计。然而，缺乏针对小学早期儿童的SPM简写形式，考虑到他们独特的发展里程碑，这一点很重要。为了弥补这一差距，目前的研究为6-8岁的儿童开发了一个15项的SPM简短形式。简短形式与60项SPM表现出很强的相关性（r = 0.85）。蒙特卡罗模拟、项目反应理论和其他验证方法共同支持将短格式作为完整格式SPM的可靠替代方案。短形式与工作记忆和学业成就维度显著正相关，进一步支持了短形式的效度。目前的研究补充了Langener、Kramer、van den Bos和Huizenga（2022）的研究，为发育中的人群提供了一个完整的SPM简短形式的集合，使研究人员能够有效地测量这些样本的智力。目前的简短形式最大限度地减少了参与者的疲劳智力评估，促进了更多信息的研究设计，促进了发展和教育研究的进步。

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引用次数: 0

Challenging assumptions: The complex interplay of gender, academic achievement, and teaching subject in pre-service teachers' anxiety 挑战假设：性别、学业成就和教学科目在职前教师焦虑中的复杂相互作用

IF 2.8 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-09-01 Epub Date: 2025-08-06 DOI: 10.1016/j.intell.2025.101950

Alaattin Arıkan

This study investigated the complex interplay of gender, academic achievement, and teaching subject on pre-service middle school teachers' spatial anxiety, also exploring their perceptions of its underlying causes and potential effects on future teaching practices. Employing an explanatory sequential mixed-methods design, quantitative data were collected from 93 pre-service teachers using the Spatial Anxiety Scale, followed by qualitative data from semi-structured interviews with 12 participants. Two-way ANCOVA results, with GPA as a covariate, revealed significant main effects of gender and teaching subject on various facets of spatial anxiety. Specifically, female pre-service teachers reported higher overall and navigation anxiety than males. Science pre-service teachers exhibited lower overall, mental manipulation, and imagery anxiety compared to their peers in social studies and mathematics. Notably, no significant interaction effects between gender and teaching subject were found for any type of spatial anxiety. Correlation analyses indicated a striking positive relationship between GPA and navigation anxiety, while no significant correlations were found between GPA and other facets of spatial anxiety. This challenges the assumption that spatial anxiety uniformly decreases with higher academic achievement. Qualitative findings provided rich contextual explanations for these quantitative results, highlighting perceived cultural, environmental, and personal factors (including academic prioritization and perfectionism) associated with spatial anxiety experiences. The study underscores the importance of addressing these multifaceted anxieties in teacher education, offering insights for developing targeted interventions.

本研究探讨了性别、学业成就和教学科目对职前中学教师空间焦虑的复杂相互作用，探讨了职前中学教师空间焦虑的深层原因及其对未来教学实践的潜在影响。采用解释顺序混合方法设计，使用空间焦虑量表收集了93名职前教师的定量数据，然后通过对12名参与者的半结构化访谈收集了定性数据。以GPA为协变量的双向ANCOVA结果显示，性别和教学科目对空间焦虑各方面有显著的主效应。具体来说，女性职前教师报告的总体焦虑和导航焦虑高于男性。与他们在社会研究和数学方面的同龄人相比，科学职前教师表现出更低的整体、心理操纵和意象焦虑。性别与教学主体对空间焦虑的交互作用均不显著。相关分析表明，GPA与导航焦虑呈显著正相关，而与空间焦虑的其他方面无显著相关。这挑战了空间焦虑随着学业成绩的提高而均匀减少的假设。定性研究结果为这些定量结果提供了丰富的背景解释，强调了与空间焦虑体验相关的感知文化、环境和个人因素（包括学业优先级和完美主义）。该研究强调了解决教师教育中这些多方面焦虑的重要性，为制定有针对性的干预措施提供了见解。

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引用次数: 0

Higher cognitive ability linked to weaker moral foundations in UK adults 英国成年人较高的认知能力与较弱的道德基础有关

IF 3.3 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence

Pub Date : 2025-07-01 Epub Date: 2025-05-28 DOI: 10.1016/j.intell.2025.101930

Michael Zakharin, Timothy C. Bates

Existing research on the relationship between cognitive ability and moral foundations has yielded contradictory results. While some studies suggest that higher cognitive ability is associated with more enlightened moral intuitions, others indicate it may weaken moral foundations. To address this ambiguity, we conducted two studies (total N = 1320) using the Moral Foundations Questionnaire-2 (MFQ-2) with UK residents. Both Study 1 and Study 2 (preregistered) revealed negative links between cognitive ability and moral foundations. In Study 1, structural models showed negative links between general intelligence (g) and both binding (−0.24) and individualizing (−0.19) foundations. These findings replicated closely in Study 2, with similar coefficients (−0.25 and − 0.18, respectively). Higher verbal ability was specifically associated with lower purity scores. These findings suggest a negative association between cognitive ability and moral foundations, challenging existing theories relating to intelligence and moral intuitions. However, causal direction remains uncertain.

现有的关于认知能力与道德基础关系的研究得出了相互矛盾的结果。虽然一些研究表明，更高的认知能力与更开明的道德直觉有关，但也有研究表明，它可能会削弱道德基础。为了解决这种模糊性，我们对英国居民进行了两项研究（总N = 1320），使用道德基础问卷-2 （MFQ-2）。研究1和研究2（预登记）都揭示了认知能力和道德基础之间的负相关。在研究1中，结构模型显示一般智力(g)与结合基础（- 0.24）和个性化基础（- 0.19）之间存在负相关。这些发现在研究2中得到了密切的重复，具有相似的系数（分别为- 0.25和- 0.18）。较高的语言表达能力与较低的纯净度得分密切相关。这些发现表明认知能力和道德基础之间存在负相关，挑战了现有的有关智力和道德直觉的理论。然而，因果方向仍然不确定。

引用次数: 0