Journal of Intelligence最新文献

Figural matrices tests are frequently used to measure fluid intelligence. The HeiQ-an operation-oriented figural matrices test-was developed to tackle limitations of previous matrices tests, mainly the possibility of excluding distractors based on superficial features instead of actively solving the items. However, allowing for a total administration time of 60 min for the assessment of one construct is not feasible in many study designs. Thus, the goal of this study was to develop three short forms of the existing HeiQ. Two parallel 20-item short forms (the HeiQ-S A and HeiQ-S B) that are comparable in content as well as on a psychometric basis and a 6-item short form (the HeiQ-XS) were generated. All tests showed good internal consistency (Cronbach's Alpha ranging from α = 0.82 to α = 0.86) and good criterion-related validity (correlations with high school grade (Abitur) ranging from r = -0.34 to r = -0.38); construct validity (correlations with the global intelligence scores of the Intelligence Structure Test 2000R were between r = 0.58 and r = 0.71). Further, all test versions showed to be Rasch-scalable, implying a uniform underlying ability. Thus, we conclude that all three newly developed short versions are valid tools for assessing fluid intelligence.

Visual development in infancy is crucial for establishing neural connections and enhancing the growth of the visual center. Adequate visual stimulation supports cognitive learning, helping children integrate images, colors, and shapes. This research examines the design and use of a visual image teaching aid to guide children in exploring image cognition and developing fine motor skills. This study involved 70 kindergarten teachers who participated in a questionnaire survey about 60 children aged from 5 to 6 years old. The results show that visual graphic aids effectively promoted coordination, control, and the integration of visual and fine motor skills in children. Furthermore, these aids supported the development of spatial and environmental relationships through hands-on activities.

Extensive research has highlighted the importance of Need for Cognition (NFC) in various contexts, but our understanding of its development remains limited. In particular, the current psychological literature is relatively silent regarding the factors influencing NFC development. We aim to address this gap by proposing a developmental model of NFC based on the principles of the Cognitive Adaptation Trait Theory (CATT). Through a comprehensive review of the current literature, we elucidate the potential key components contributing to the development of NFC in childhood and adolescence. Additionally, we outline several potential strategies to foster NFC development based on the key components of the model. The model aims to provide a starting point for future research on possible mechanisms underlying the development of NFC. Moving forward, future research should empirically test these hypotheses in real-world settings to enhance our understanding of NFC development and validate the suggested fostering strategies on their effectiveness.

Teachers' goal orientations and their adaptation to the 21st century determine many questions in teacher training and professional development. One of these aspects is entrepreneurship, such that the achievement goal orientations and 21st century skills of pre-service teachers have a positive role in entrepreneurship. The present study aimed to investigate the predictive role of the achievement goal orientations and 21st century skills of pre-service teachers in relation to entrepreneurship. To this end, a correlational design was conducted to analyze relationships between variables. The sample in the current study consisted of 282 pre-service teachers studying at a Faculty of Education in Anatolia Province, Turkey. The instruments were the Achievement Goal Orientations Scale, 21st Century Learning Skills Acquisition Scale, and The Scale of Entrepreneurship of College Students. The data obtained from these scales were analyzed using structural equation modeling. The results showed that the structural model of the relationships between achievement goal orientations, 21st century skills, and entrepreneurship had an adequate goodness of fit, so that most of the achievement goal orientations and 21st century skills of pre-service teachers predicted either directly or indirectly their entrepreneurship skills. The conclusion was that entrepreneurial education activities related to teacher entrepreneurship can be planned by considering 21st century skills and achievement goal orientations in teacher education.

Students and educators sometimes hold beliefs about intelligence and learning that lack scientific support, often called neuromyths. Neuromyths can be problematic, so it is important to find methods to correct them. Previous findings demonstrate that textual refutations are effective for correcting neuromyths. However, even after correction, erroneous information may continue to influence reasoning. In three experiments, we investigated whether feedback could be used to update students' and educators' beliefs and influence their reasoning about neuromyths. Across all experiments, the results showed that both students and educators held erroneous beliefs about learning and memory that could be updated after receiving feedback. Feedback also increased students', but not teachers', reasoning accuracy. The results demonstrate that feedback can be used to update beliefs in neuromyths, but these beliefs may influence reasoning even after correction.

Cognitive and non-cognitive traits are frequently analyzed in isolation. However, there is an increasing acknowledgment that their interplay should be considered for enhancing our understanding of human psychological differences. Testing both traits in the same sample of individuals is desirable when addressing their relationships. Here, for that purpose, 299 university students from Spain (mean age = 18.5 years., 83% female) completed a cognitive ability battery comprised by nine tests, the NEO-FFI for assessing the big five personality traits, and the SCL-90-R for evaluating a range of subjective psychopathological symptoms. This resulted in 23 cognitive and non-cognitive variables that were submitted to a data reduction providing four factors: (1) neuroticism/p, (2) cognitive ability/g, (3) agreeableness/A, and (4) introversion/I. Summary factor scores revealed a positive correlation between p and I (0.47), along with negative correlations of A with p (-0.26) and with g (-0.24), and a negative correlation between A and I (-0.16). These factors were related to some degree even when the assessment of the cognitive and non-cognitive variables cannot be considered straightforwardly comparable because the former was performance based, whereas the later was based on self-reports. Conceptual and methodological implications are discussed regarding the three-way relationship among cognitive ability, personality, and subjective psychopathological symptoms.

It is shown how the Correlated Traits Correlated Methods Minus One (CTC(M - 1)) Multitrait-Multimethod model for cross-classified data can be modified and applied to divergent thinking (DT)-task responses scored for miscellaneous aspects of creative quality by several raters. In contrast to previous Confirmatory Factor Analysis approaches to analyzing DT-tasks, this model explicitly takes the cross-classified data structure resulting from the employment of raters into account and decomposes the true score variance into target-specific, DT-task object-specific, rater-specific, and rater-target interaction-specific components. This enables the computation of meaningful measurement error-free relative variance-parameters such as trait-consistency, object-method specificity, rater specificity, rater-target interaction specificity, and model-implied intra-class correlations. In the empirical application with alternate uses tasks as DT-measures, the model is estimated using Bayesian statistics. The results are compared to the results yielded with a simplified version of the model, once estimated with Bayesian statistics and once estimated with the maximum likelihood method. The results show high trait-correlations and low consistency across DT-measures which indicates more heterogeneity across the DT-measurement instruments than across different creativity aspects. Substantive deliberations and further modifications, extensions, useful applications, and limitations of the model are discussed.

Objective: The aims of this study were to investigate the effects and mechanisms of physical exercise input, sports emotional intelligence, and sports self-efficacy on exercise adherence, and to examine the chain-mediating role of sports emotional intelligence→sports self-efficacy.

Methods: The Physical Exercise Input Scale, Exercise Adherence Scale, Sports Emotional Intelligence Scale, and Sports Self-Efficacy Scale were used to investigate 1390 college students in three universities in the Henan Province.

Results: (1) Physical exercise input was a significant positive predictor of exercise adherence (β = 0.29, t = 5.78, p < 0.001); (2) sports emotional intelligence and sports self-efficacy mediated the relationship between physical exercise input and exercise adherence; (3) physical exercise input influenced exercise adherence through the separate mediating role of sports emotional intelligence (β = 0.10, t = 5.98, p < 0.001), the separate mediating role of sports self-efficacy (β = 0.13, t = 2.64, p < 0.01), and the chain mediating role of sports emotional intelligence→sports self-efficacy (β = 0.09, t = 2.80, p < 0.01).

Conclusions: (1) Physical exercise input can positively predict the level of sports emotional intelligence and sports self-efficacy of college students; (2) Physical exercise input can not only directly influence college students' exercise adherence but can also indirectly influence it through sports emotional intelligence or sports self-efficacy levels alone, as well as through the chain mediation of the two.

The PISA 2022 literacy assessment highlights a significant decline in math performance among most OECD countries, with the magnitude of this decline being approximately three times that of the previous round. Remarkably, Hong Kong, Macao, Taipei, Singapore, Japan, and Korea ranked in the top six among all participating countries or economies, with Taipei, Singapore, Japan, and Korea also demonstrating improved performance. Given the widespread concern about the factors influencing secondary-school students' mathematical literacy, this paper adopts machine learning and the SHapley Additive exPlanations (SHAP) method to analyze 34,968 samples and 151 features from six East Asian education systems within the PISA 2022 dataset, aiming to pinpoint the crucial factors that affect middle-school students' mathematical literacy. First, the XGBoost model has the highest prediction accuracy for math literacy performance. Second, 15 variables were identified as significant predictors of mathematical literacy across the student population, particularly variables such as mathematics self-efficacy (MATHEFF) and expected occupational status (BSMJ). Third, mathematics self-efficacy was determined to be the most influential factor. Fourth, the factors influencing mathematical literacy vary among individual students, including the key influencing factors, the direction (positive or negative) of their impact, and the extent of this influence. Finally, based on our findings, four recommendations are proffered to enhance the mathematical literacy performance of secondary-school students.

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