Journal of Intelligence最新文献

This study examines how emotional intelligence and frustration intolerance influence academic performance in university students, drawing on the Job Demands-Resources model-which frames academic success as a balance between psychological demands (such as frustration intolerance) and personal resources (like emotional intelligence)-and Self-Determination Theory, which explains how motivation and self-regulation contribute to adaptation and persistence in challenging contexts. A sample of 630 undergraduates across various disciplines completed validated measures of emotional intelligence, frustration intolerance, academic burnout, academic engagement, and grade point average. Structural equation modeling analyzed relationships among these variables. The results showed that emotional intelligence positively predicted academic performance both directly and indirectly by increasing engagement and reducing burnout. Conversely, frustration intolerance negatively affected academic performance through increased burnout and decreased engagement. The model explained 24 percent of the variance in academic performance. These findings indicate that academic achievement depends on managing the balance between psychological demands and personal resources. Frustration intolerance acts as a psychological demand increasing vulnerability to exhaustion and disengagement, while emotional intelligence serves as a personal resource supporting self-regulation, motivation, and persistence. This highlights the importance of fostering emotional skills and frustration tolerance in higher education to help students cope better with academic challenges and improve performance.

This study investigated the cognitive profiles of Italian university students with dyslexia using the WAIS-IV, comparing them to peers without specific learning disorders. Seventy-one participants took part: 36 with a diagnosis of dyslexia and 35 matched controls. While dyslexic adults showed lower Full Scale IQ (FSIQ) scores compared to controls, their scores remained within the average range. They showed deficits in Working Memory Index (WMI) and Processing Speed Index (PSI) but performed similarly to controls in Verbal Comprehension Index (VCI) and Perceptual Reasoning Index (PRI). Significant group differences also emerged in Arithmetic Reasoning, Symbol Search, and Coding subtests. Logistic regression identified WMI and PSI as the most reliable predictors of dyslexia, showing a good predictive value in discriminating between adults with and without dyslexia. Additionally, dyslexic adults displayed lower Cognitive Proficiency Index (CPI) scores relative to their General Ability Index (GAI), and lower FSIQ scores compared to controls. Overall, dyslexic adults exhibit a distinctive cognitive profile with strengths and weaknesses. This pattern can aid in dyslexia diagnosis, particularly in individuals who have compensated through extensive reading experience in a highly regular orthography.

Metacognitive monitoring plays a crucial role in self-regulated learning, as accurate monitoring enables effective control, which in turn impacts learning outcomes. Most studies on metacognitive monitoring have focused on learners' monitoring abilities when they are explicitly prompted to monitor. However, in real-world educational settings, learners are more often prompted to control their learning, such as deciding whether to allocate additional time to a learning target. The primary goal of this study was to investigate whether retrieval is engaged when learners are explicitly prompted to control their learning processes by making study decisions. To address this, three experiments were conducted. In Experiment 1, participants (N = 39) studied 70 Swahili-English word pairs in a learning task. Each trial displayed a word pair for 8 s, followed by a distractor task (a two-digit mental addition) and a study decision intervention (choose "Study Again" or "Next"). After learning, participants provided a global judgment of learning (JOL), estimating their overall recall accuracy. Finally, they completed a cued recall test (Swahili cue). Responses were scored for accuracy and analyzed alongside study decisions, study decision reaction time (RT), and metacognitive judgments. Reaction times (RTs) for study decisions correlated positively with test accuracy, global judgments of learning (JOLs), and judgments of confidence (JOCs), suggesting retrieval likely underlies these decisions. Experiment 2 (N = 74, between-subjects) compared memory performance and intervention response time between single-study, restudy, retrieval (explicit recall prompt), and study decision (study decision prompt) groups to have better control over study time and cognitive processes. Although no significant group differences in test accuracy emerged, the retrieval group took longer to respond than the study decision group. Within-subject analyses revealed similar recall accuracy patterns: participants recalled successfully retrieved or "no restudy" items better than failed-retrieval or "restudy" items, implying shared cognitive processes underlying retrieval and study decision interventions. Experiment 3 (N = 74, within-subject, three learning conditions: single-study, retrieval, and study decision) replicated these findings, with no condition effects on test accuracy but longer RT for retrieval than study decisions. The similar recall accuracy patterns between retrieval and study decision interventions further supported shared cognitive processes underlying both tasks. Self-reports across experiments confirmed retrieval engagement in both retrieval and study decision interventions. Collectively, the results suggest that retrieval likely supports study decisions but may occur less frequently or less deeply than under explicit monitoring prompts. Additionally, this study explored objective, online measures to detect retrieval-based metacognitive monitoring.

Individuals with autism spectrum disorder (ASD) have deficits in social-emotional competence. Most people with ASD have difficulties in emotion recognition, emotion understanding, emotion expression, and emotion regulation, which seriously affects their normal social communication and interaction. The information technology (IT) era has given more possibilities for intervention training for people with ASD, and research has proven that technological interventions have a significant effect on the socio-emotional competence of people with ASD. This study employed a meta-analytic approach using 32 independent effect sizes from 25 studies to investigate the effects of IT interventions on socio-emotional competence in individuals with ASD, using emotion recognition, understanding, expression, and regulation as dependent variables and examining key moderating factors. The results found that information technology has an excellent effect on social-emotional competence in ASD (Hedges' g = 0.897, CI = 0.676, 1.117, z = 7.967, p < 0.001) and is significantly moderated by the intervention technique (Q = 7.392, p = 0.025) and the intervener (Q = 4.933, p = 0.026). The findings provide insights into further deepening information technology intervention research as well as practical applications.

Several studies have shown that intelligence is a significant correlate of academic achievement [...].

The relationship between self-rated personality and nonverbal intelligence has been studied in young students, but these studies have generally not considered nested data, despite their allowing us to analyse between-classroom variability. The present cross-sectional study involved third- to sixth-grade students (n = 447) who were nested into their classrooms (n = 32). The participants completed the Raven's Coloured Progressive Matrices (CPM) as a measure of nonverbal intelligence and a personality questionnaire based on the Five Factor Model. At the class level, the study data included class size, class-average CPM scores, and class-homogeneity in CPM performances. Multilevel modelling with class-mean centring of personality predictors was applied to examine class-average differences in CPM scores and interaction effects between personality and class-homogeneity on CPM scores. The results showed significant differences in average CPM performances across classrooms, significant fixed and random slope effects linking nonverbal intelligence and Imagination, and a cross-level effect revealing that Imagination is a stronger predictor of CPM scores when class-homogeneity in intelligence is lower. Beyond confirming the intelligence-Imagination association generally observed in the literature, the present findings emphasise the importance of using nested structures when collecting personality and intelligence data in classrooms. More attention needs to be paid to how the classroom environment affects children's self-reported personality and intelligence test performances.

The role of emotional intelligence (EI) in the academic context has been steadily established, together with its impact on students' academic achievement, well-being, and professional success. Therefore, this study examined the development of a key EI ability-emotional understanding-throughout secondary school and explored its impact on students' academic achievement (maternal language and mathematics) at the end of this cycle, using the Vocabulary of Emotions Test. A total of 222 students were followed over the entire 3-year secondary cycle, using a three-wave longitudinal design spanning from 10th to 12th grade. At the first wave, participants were aged between 14 and 18 years (M = 15.4; SD = 0.63), with 58.6% being female. Overall, the results of Latent Growth Curve modeling indicated that students' emotional understanding increased over the secondary school cycle. While student's gender predicted the emotional understanding change patterns throughout secondary school, student's GPA in 10th grade did not. Moreover, the initial levels of ability-based emotional understanding predicted students' achievement in maternal language at the end of the cycle. Our findings offer valuable insights into how EI skills can contribute to academic endeavors in late adolescence and will explore their impact on educational settings.

Fluid intelligence and need for cognition are relevant predictors of school grades and might also interact in the prediction of grades. We examined the independent predictive values of fluid intelligence and need for cognition as well as their interaction for math and German grades and changes therein in a sample of 565 German primary school children (298 girls, 261 boys, 6 with no gender specified; M_age = 8.40, SD = 0.59). Parental education was considered a control variable. Cross-sectional analyses showed that both intelligence and need for cognition were uniquely related to grades. However, in the latent change score analyses, fluid intelligence, but not need for cognition, was related to change in math grades, but not in German grades, and only when parental education was not considered as a control variable. We found no interaction effects between fluid intelligence and need for cognition. The findings imply that the need for cognition might not play a comparably relevant role for school grades in primary school as it has been shown in previous studies focusing on secondary or tertiary education.

One of the central purposes of education at different educational levels is to contribute to the formation of critical thinking in students. There are many theoretical perspectives from which critical thinking is conceptualized, such as those centers on the development of students' capacities and those based on competences, skills, dispositions and criteria, among others. We consider that in the school context the critical thinking perspective that should come first is the domain-specific one; consequently, we present a conceptual model for the formation of critical thinking in the context of science teaching and learning in the classroom constituted by the integration of four dimensions: languages and argumentation, metacognition, emotions, and problem solving and decision making. Our focus of reflection is epistemic cognition with the processes of epistemic sophistication, metacognitive sophistication, and metaemotional sophistication, determinants of critical thinking in relation to each of the dimensions and the relationships between them. We conclude with the proposal of a conceptual model for the development of critical thinking based on students' epistemic cognition.

In the educational context, understanding factors affecting secondary school students' academic performance is crucial. This study aimed to explore impacts of cognitive ability, self-control, and study plans and their interactions. Using data from 1477 students aged 15-18, the moderated mediation model was applied. Results verified a positive link between cognitive ability and performance, found self-control as a mediator, and revealed study plans' moderating effect. In conclusion, these elements play key roles, providing a theoretical basis for educators to optimize strategies and promote students' overall development.