Journal of Intelligence最新文献

This study examined the relationships among shared leadership, organizational attractiveness, and organizational identification among teachers in Malatya, Türkiye. Using a relational design and structural equation modeling, the research explored how these variables interact. Data were collected via validated scales, revealing positive and significant associations among shared leadership, organizational attractiveness, and organizational identification. Shared leadership and organizational identification were found to significantly predict organizational attractiveness, explaining a substantial portion of its variance. The model demonstrated a good fit, supporting theoretical frameworks related to social identity and shared leadership. Findings highlight that participative leadership is positively associated with teachers' perceptions of their organizations within a centralized education system. This study offers valuable implications for school leaders and policymakers seeking to enhance teacher engagement and organizational culture. Limitations include the study's regional focus and cross-sectional design, underscoring the need for broader, longitudinal research to deepen understanding in diverse contexts.

To meet the growing demands for competency-based and personalized instruction in high school English reading, this study investigates a quantitative approach to modeling learning pathways and progressions. Traditional assessments often fail to capture students' fine-grained cognitive differences and provide limited guidance for individualized teaching. Based on cognitive diagnostic theory, this study analyzes large-scale empirical data to construct a progression framework reflecting both the sequencing of cognitive skill development and the hierarchical structure of reading abilities. A Q-matrix was calibrated through expert consensus. A hybrid cognitive diagnostic model was used to infer students' knowledge states, followed by cluster analysis and item response theory to define progression levels, which were mapped to national curriculum standards. The findings reveal that students' mastery of cognitive attributes follows a stepwise developmental pattern, with dominant learning trajectories. The constructed learning progression aligns well with curriculum-based academic quality levels, while uncovering potential misalignments in the positioning of some skill levels. Students with identical scores also showed significant variation in cognitive structures. The proposed model provides a data-informed foundation for adaptive instruction and offers new tools for personalized learning in English reading comprehension.

Nonverbal tests assess cognitive ability in multicultural and multilingual children, but language-based instructions disadvantage non-proficient children. This is a growing concern worldwide due to the increasing number of multilingual classrooms. The tablet-based FLUX (Fluid Intelligence Luxembourg) test was developed within a highly multicultural and multilingual educational context to offer not only nonverbal test content but also language-fair animated video instructions. A total of 703 third graders (M_age = 8.85, SD = 0.66; 48.8% females, 51.1% males, 0.1% with no gender specified) were included in the standardisation sample and were assessed with tasks measuring figural fluid intelligence, quantitative fluid intelligence, visual processing and short-term memory. The test proved sufficiently reliable (FLUX Full-scale: McDonald's Omega = 0.94; split-half = 0.95). Test fairness was ensured by analysing each item for Differential Item Functioning (DIF) on children's background characteristics (language spoken at home, socioeconomic status, gender). Its factorial structure was confirmed using Confirmatory Factor Analysis (CFA). Further validity evidence was provided by determining its concurrent and criterion-related validity (correlations with a test of cognitive ability and educational achievement scores). Research implications and future prospects in promoting equal opportunities in a heterogeneous multilingual educational context are discussed.

The relationship between cognitive abilities and students' achievement in math is well documented. However, theoretical views on the chronological development of cognitive ability and math success remain controversial. Empirically, mutual effects between these concepts amongst primary school children have not yet been adequately addressed, because longitudinal data have mostly been limited to two measurement time points. The present study aims to fill this gap by investigating whether cognitive abilities can predict math success across time (unidirectional effect) or whether a reciprocal effect according to the theory of mutualism is more in line with longitudinal data. It also provides information on the stability of intelligence and mathematics achievement in primary school children. Taking into account four measurement occasions, cognitive ability, and achievement in math, N = 1726 primary school students were annually examined. We analyzed construct-specific latent variables and cross-lagged effects over four years. Results indicate a unidirectional cross-lagged relationship pattern rather than a mutual effect between reasoning ability and math achievement. However, over time, the influence of math achievement on cognitive ability increases slightly, which stresses the importance of knowledge acquisition in math for cognitive development over time, and a fairly high stability of cognitive ability and mathematics achievement in primary school age.

The present study employed immersive virtual reality (iVR) technology to create a multimodal enriched learning environment and investigated the effects of pre-training on sleep-dependent consolidation of novel word learning. Native Chinese speakers were randomly assigned to either a pre-training group or a control group. Both groups learned two sets of novel words, one on Day 1 and the other on Day 2. All participants completed an explicit recognition task and an implicit semantic priming task on Day 2. The results reveal the sleep-dependent consolidation effects in the implicit measures, with enhanced semantic priming observed for words learned on the previous day following a sleep interval. Moreover, the pre-training yielded additional benefits for sleep-dependent consolidation, as evidenced by the improved sleep-dependent consolidation effects of the pre-training group as compared with the control group. However, no sleep-dependent consolidation and pre-training effects were observed in the explicit recognition task. These findings suggested that pre-training serves as an effective strategy to reduce cognitive load and facilitate novel word learning in iVR environments. This study provides new evidence for the pre-training principle of cognitive load theory from the perspective of sleep-dependent consolidation.

Deep learning ability is critical for children's development, yet little research has been conducted on preschool children with autism spectrum disorders (ASD). This study investigated the deep learning ability of children with ASD in inclusive play, which involved 8 children with ASD and 13 children with typical development (TD) (5-7 years of age) from four public kindergartens in China. An assessment scale for children's deep learning ability was developed, and children were observed during inclusive play (IP) and solitary play (SP) in natural settings. A total of 40 play cases (10 were IP and 30 were SP) were collected. Key findings indicated that (1) children with ASD had a moderate level of deep learning ability during play, the emotional experience scored the highest while the interpersonal interaction scored the lowest. (2) The score of deep learning ability in children with ASD in SP was higher than that in IP. (3) Monthly per capita household income, father's occupation, siblings, and primary playmates significantly influenced the deep learning ability of children with ASD. This study provided new insights into deep learning during play for children with ASD and offered an empirical basis for future inclusive education.

Emotional intelligence (EI) and its meta-cognitive counterpart, meta-emotional intelligence (MEI), have increasingly been recognized as key factors in helping students understand, regulate, and reflect on their emotional experiences. MEI expands upon EI by incorporating meta-cognitive beliefs and awareness about one's own emotional functioning, thereby influencing both emotional regulation and positive behavioral choices. This study examined the relationship between MEI and the knowledge of positive behavioral rules among 198 students aged 9 to 12. Participants completed the IE-ACCME-B, which assesses meta-emotional beliefs, emotional self-conceptualization, and emotional abilities, along with the PBIS-KGVE, a tool developed ad hoc to measure knowledge, generalization, and value-based understanding of school rules. Findings highlight that almost all considered variables are intercorrelated, with meta-emotional beliefs being the best predictor of the students' knowledge, generalization, and value-based interpretation of behavioral rules. These results suggest the opportunity to establish interventions focused on meta-emotional beliefs to enhance behavioral rule knowledge and foster prosocial development within educational contexts.

This review synthesizes research from cognitive psychology and English for Academic Purposes (EAP) to propose a new conceptual framework for understanding and fostering international student success. It argues that traditional EAP approaches, while effective in developing analytical intelligence-evidenced by a focus on critical reading, argumentation, and source-based writing-provide an incomplete model for the multifaceted demands of global academia. Drawing on Robert Sternberg's Triarchic Theory of Intelligence, this paper posits that "successful intelligence," defined as the capacity to achieve one's goals within a specific sociocultural context, is a more holistic and ecologically valid construct. It depends equally on creative intelligence (e.g., formulating novel research ideas, adapting to unfamiliar academic genres) and practical intelligence (e.g., navigating academic norms, acquiring tacit knowledge, demonstrating pragmatic competence in communication). This paper conducts a critical review of pedagogical practices within EAP that implicitly or explicitly cultivate these three interdependent intelligences. After providing a balanced overview of Sternberg's theory, including its scholarly critiques, this review broadens its theoretical lens to incorporate complementary perspectives from sociocultural approaches to academic literacies. It systematically maps specific EAP tasks-such as source-based synthesis essays (analytical), research proposals for occluded genres (creative), and simulations of academic email communication (practical)-onto the components of the triarchic model. Drawing on this analysis, the paper concludes by proposing an integrated pedagogical framework, the "Triarchic EAP Model." This model consciously balances the development of analytical, creative, and practical abilities through integrated tasks, explicit scaffolding, and a focus on transferability. It offers a more holistic approach to student support and strategically positions the EAP classroom as a unique environment for the cultivation and assessment of the multifaceted intellectual skills required for sustainable success in 21st-century global academia.

This is a review of recent findings about the role of non-cognitive variables in predicting academic achievement. Many indices considered up until now, including the Big Five personality measures, have low predictability. This has been supported by the findings from previous TIMSS and PISA large-scale surveys and recent studies based on measures of Social and Emotional Skills. Socio-economic status remains a good predictor but also crucial are psychological measures of self-beliefs (self-efficacy, test anxiety, and confidence).

We aimed to explore the effects of hands-on STEM training on teachers' attitudes toward STEM, their self-efficacy in implementing STEM methodologies, and their problem-solving skills. Additionally, we explored teachers' professional competence in integrating STEM applications into their instructional practices and the impact of these applications on students' 21st-century skills. The study involved 30 in-service teachers participating in a STEM training program. A nested-methods approach was adopted, combining quantitative and qualitative analyses. Pre- and post-training data were collected using Likert-type scales measuring teachers' self-efficacy, problem-solving skills, and attitudes toward STEM. Additionally, semi-structured interviews were conducted after the training to capture teachers' perceptions and experiences. The findings indicated significant improvements in teachers' self-efficacy and problem-solving skills. Thematic analysis of interview data identified key factors influencing successful STEM implementation, including collaboration, technology integration, and social-emotional learning. Teachers also reported that the training positively influenced their students' problem-solving and critical thinking skills. This study highlights the importance of professional development in enhancing teachers' competencies for effective STEM education. The findings contribute to the literature by providing insights into teachers' first-hand experiences and perceptions regarding the impact of STEM training on their instructional practices and student learning outcomes.