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Practice Testing Facilitates Forward Navigation but Undermines Backward Navigation During Map Learning
Do Applicant Reactions to Gamified Cognitive Ability Tests Differ Between High- Versus Low-Stakes Settings?
Gender and Accuracy in Decoding Affect Cues: A Meta-Analysis

Journal Description

Journal of Intelligence

Journal of Intelligence is an international, peer-reviewed, open access journal on the study of human intelligence, published monthly online by MDPI.

Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
High Visibility: indexed within Scopus, SSCI (Web of Science), PubMed, PMC, PsycInfo, PSYNDEX, and other databases.
Journal Rank: JCR - Q1 (Psychology, Multidisciplinary) / CiteScore - Q1 (Education)
Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 30.7 days after submission; acceptance to publication is undertaken in 3.8 days (median values for papers published in this journal in the first half of 2025).
Recognition of Reviewers: reviewers who provide timely, thorough peer-review reports receive vouchers entitling them to a discount on the APC of their next publication in any MDPI journal, in appreciation of the work done.
Journal Cluster of Education and Psychology: Adolescents, Behavioral Sciences, Education Sciences, Journal of Intelligence, Psychology International and Youth.

Impact Factor: 3.4 (2024); 5-Year Impact Factor: 3.5 (2024)

Imprint Information Journal Flyer Open Access ISSN: 2079-3200

Latest Articles

40 pages, 1632 KiB

Open AccessArticle

Cyber-Creativity: A Decalogue of Research Challenges

by Giovanni Emanuele Corazza, Sergio Agnoli, Ana Jorge Artigau, Ronald A. Beghetto, Nathalie Bonnardel, Irene Coletto, Angela Faiella, Katusha Gerardini, Kenneth Gilhooly, Vlad P. Glăveanu, Michael Hanchett Hanson, Hansika Kapoor, James C. Kaufman, Yoed N. Kenett, Anatoliy V. Kharkhurin, Simone Luchini, Margaret Mangion, Mario Mirabile, Felix-Kingsley Obialo, Connie Phelps, Roni Reiter-Palmon, Jeb S. Puryear, Eleonora Diletta Sarcinella, Min Tang, Giulia Maria Vavassori, Florent Vinchon, Indre Viskontas, Selina Weiss, Dimitrios Zbainos and Todd Lubart Show full author list Hide full author list

J. Intell. 2025, 13(8), 103; https://doi.org/10.3390/jintelligence13080103 - 13 Aug 2025

Creativity is the primary driver of our cultural evolution. The astonishing potential of artificial intelligence (AI) and its possible application in the creative process poses an urgent and dramatic challenge for humanity; how can we maximize the benefits of AI while minimizing the [...] Read more.

Creativity is the primary driver of our cultural evolution. The astonishing potential of artificial intelligence (AI) and its possible application in the creative process poses an urgent and dramatic challenge for humanity; how can we maximize the benefits of AI while minimizing the associated risks? In this article, we identify all forms of human–AI collaboration in this realm as cyber-creativity. We introduce the following two forward-looking scenarios: a utopian vision for cyber-creativity, in which AI serves to enhance and not replace human creativity, and a dystopian view associated with the pre-emption of all human creative agency caused by the rise of AI. In our view, the scientific community is called to bring its contribution, however small, to help humanity make steps towards the utopian scenario, while avoiding the dystopian one. Here, we present a decalogue of research challenges identified for this purpose, touching upon the following dimensions: (1) the theoretical framework for cyber-creativity; (2) sociocultural perspectives; (3) the cyber-creative process; (4) the creative agent; (5) the co-creative team; (6) cyber-creative products; (7) cyber-creative domains; (8) cyber-creative education; (9) ethical aspects; and (10) the dark side of cyber-creativity. For each dimension, a brief review of the state-of-the-art is provided, followed by the identification of a main research challenge, then specified into a list of research questions. Whereas there is no claim that this decalogue of research challenges represents an exhaustive classification, which would be an impossible objective, it still should serve as a valid starting point for future (but urgent) research endeavors, with the ambition to provide a significant contribution to the understanding, development, and alignment of AI to human values the realm of creativity. Full article

(This article belongs to the Section Contributions to the Measurement of Intelligence)

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44 pages, 1259 KiB

Open AccessReview

Automatic- and Transformer-Based Automatic Item Generation: A Critical Review

by Markus Sommer and Martin Arendasy

J. Intell. 2025, 13(8), 102; https://doi.org/10.3390/jintelligence13080102 - 12 Aug 2025

This article provides a critical review of conceptually different approaches to automatic and transformer-based automatic item generation. Based on a discussion of the current challenges that have arisen due to changes in the use of psychometric tests in recent decades, we outline the [...] Read more.

This article provides a critical review of conceptually different approaches to automatic and transformer-based automatic item generation. Based on a discussion of the current challenges that have arisen due to changes in the use of psychometric tests in recent decades, we outline the requirements that these approaches should ideally fulfill. Subsequently, each approach is examined individually to determine the extent to which it can contribute to meeting the challenges. In doing so, we will focus on the cost savings during the actual item construction phase, the extent to which they may contribute to enhancing test validity, and potential cost savings in the item calibration phase due to either a reduction in the sample size required for item calibration or a reduction in the item loss due to insufficient psychometric characteristics. In addition, the article also aims to outline common recurring themes across these conceptually different approaches and outline areas within each approach that warrant further scientific research. Full article

(This article belongs to the Special Issue Intelligence Testing and Assessment)

17 pages, 1209 KiB

Open AccessArticle

The Role of Emotional Intelligence and Frustration Intolerance in the Academic Performance of University Students: A Structural Equation Model

by Ana María Ruiz-Ortega and María Pilar Berrios-Martos

J. Intell. 2025, 13(8), 101; https://doi.org/10.3390/jintelligence13080101 - 10 Aug 2025

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 [...] Read more.

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. Full article

(This article belongs to the Special Issue Emotions, Well-Being and Intelligence: Assessment, Interventions and Professional Development)

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18 pages, 2734 KiB

Open AccessArticle

WAIS-IV Cognitive Profiles in Italian University Students with Dyslexia

by Marika Iaia, Francesca Vizzi, Maria Diletta Carlino, Chiara Valeria Marinelli, Paola Angelelli and Marco Turi

J. Intell. 2025, 13(8), 100; https://doi.org/10.3390/jintelligence13080100 - 7 Aug 2025

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 [...] Read more.

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. Full article

(This article belongs to the Section Studies on Cognitive Processes)

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28 pages, 1319 KiB

Open AccessArticle

Beyond the Prompt: Investigating Retrieval-Based Monitoring in Self-Regulated Learning

by Mengjiao Wu and Christopher A. Was

J. Intell. 2025, 13(8), 99; https://doi.org/10.3390/jintelligence13080099 - 6 Aug 2025

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 [...] Read more.

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. Full article

(This article belongs to the Section Studies on Cognitive Processes)

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18 pages, 3776 KiB

Open AccessSystematic Review

Information Technology-Based Intervention on the Socio-Emotional Competence of Individuals with Autism Spectrum Disorders: A Systematic Review and Meta-Analysis

by Yunshan Liu, Sirao Li, Yaping Huang and Dan Li

J. Intell. 2025, 13(8), 98; https://doi.org/10.3390/jintelligence13080098 - 4 Aug 2025

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 [...] Read more.

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. Full article

(This article belongs to the Special Issue Emotions, Well-Being and Intelligence: Assessment, Interventions and Professional Development)

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2 pages, 640 KiB

Open AccessEditorial

Introduction to Special Issue “Neurocognitive Processes: Measurement, Connections to Academic Achievement and Clinical Applications”

by George K. Georgiou

J. Intell. 2025, 13(8), 97; https://doi.org/10.3390/jintelligence13080097 - 4 Aug 2025

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

(This article belongs to the Special Issue Neurocognitive Processes: Measurement, Connections to Academic Achievement and Clinical Applications)

15 pages, 1308 KiB

Open AccessArticle

The Role of Emotional Understanding in Academic Achievement: Exploring Developmental Paths in Secondary School

by Luísa Faria, Ana Costa and Vladimir Taksic

J. Intell. 2025, 13(8), 96; https://doi.org/10.3390/jintelligence13080096 - 30 Jul 2025

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 [...] Read more.

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. Full article

(This article belongs to the Special Issue Cognitive, Emotional, and Social Skills in Students)

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13 pages, 800 KiB

Open AccessArticle

A Multilevel Analysis of Associations Between Children’s Coloured Progressive Matrices Performances and Self-Rated Personality: Class-Average and Class-Homogeneity Differences in Nonverbal Intelligence Matter

by Lisa Di Blas and Giacomo De Osti

J. Intell. 2025, 13(8), 95; https://doi.org/10.3390/jintelligence13080095 - 30 Jul 2025

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) [...] Read more.

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. Full article

14 pages, 796 KiB

Open AccessArticle

The Role of Need for Cognition and Its Interaction with Fluid Intelligence in the Prediction of School Grades in Primary School Children

by Anke Hufer-Thamm, Sebastian Bergold and Ricarda Steinmayr

J. Intell. 2025, 13(8), 94; https://doi.org/10.3390/jintelligence13080094 - 28 Jul 2025

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 [...] Read more.

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. Full article

(This article belongs to the Section Studies on Cognitive Processes)

28 pages, 2334 KiB

Open AccessPerspective

Critical Thinking and Epistemic Sophistication in Science Education

by Oscar Eugenio Tamayo Alzate

J. Intell. 2025, 13(8), 93; https://doi.org/10.3390/jintelligence13080093 - 25 Jul 2025

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 [...] Read more.

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. Full article

(This article belongs to the Special Issue The Formation and Evaluation of Critical and Creative Thinking for Good Personal, Academic and Professional Performance in These New Times)

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18 pages, 1676 KiB

Open AccessArticle

The Impact of Cognitive Ability and Self-Control on Middle School Students’ Comprehensive Academic Performance—The Moderating Role of Learning Plan

by Yueqi Shi and Junyao Yang

J. Intell. 2025, 13(8), 92; https://doi.org/10.3390/jintelligence13080092 - 24 Jul 2025

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. [...] Read more.

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. Full article

(This article belongs to the Special Issue Cognitive, Emotional, and Social Skills in Students)

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2 pages, 636 KiB

Open AccessCorrection

Correction: Winter et al. (2023). Does the Degree of Prematurity Relate to the Bayley-4 Scores Earned by Matched Samples of Infants and Toddlers across the Cognitive, Language, and Motor Domains? Journal of Intelligence 11: 213

by Emily L. Winter, Jacqueline M. Caemmerer, Sierra M. Trudel, Johanna deLeyer-Tiarks, Melissa A. Bray, Brittany A. Dale and Alan S. Kaufman

J. Intell. 2025, 13(8), 91; https://doi.org/10.3390/jintelligence13080091 - 23 Jul 2025

There was an error in the original publication (Winter et al [...] Full article

(This article belongs to the Special Issue Assessment of Human Intelligence—State of the Art in the 2020s)

23 pages, 1569 KiB

Open AccessArticle

Pathways of Worry During the Transition to Adolescence: An Exploration of Students’ Emotion Regulation, Metacognitive Beliefs and Coping

by Yiran Ge and Andrew Kenneth Tolmie

J. Intell. 2025, 13(8), 90; https://doi.org/10.3390/jintelligence13080090 - 22 Jul 2025

This study examined how two metacognitive constructs, cognitive self-consciousness and beliefs about emotion regulation, mediate the link among early adolescents between emotion regulation and engagement in coping with worry, and whether these relationships change with age during this period. A total of 338 [...] Read more.

This study examined how two metacognitive constructs, cognitive self-consciousness and beliefs about emotion regulation, mediate the link among early adolescents between emotion regulation and engagement in coping with worry, and whether these relationships change with age during this period. A total of 338 Chinese pupils completed a series of measures assessing the metacognitive constructs plus emotional awareness and regulation; scenario-based questions examined coping strategies. Participants were divided into two age groups, 11 to 12 (M_age = 11.9 years) and 13 to 15 (M_age = 13.2 years). Path models showed that younger participants adopted emotion-focused coping whereas older participants adopted more problem-focused coping, and these response patterns were mediated as hypothesized by cognitive self-consciousness and controllability beliefs towards worry. These findings highlight the need for more adaptive coping to be specifically targeted during early adolescence by raising awareness of controllability beliefs. Full article

(This article belongs to the Special Issue Cognitive, Emotional, and Social Skills in Students)

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13 pages, 1031 KiB

Open AccessArticle

Alexithymia and Impaired Mentalization: Evidence from Self-, Informant-, and Meta-Perception Ratings on the 20-Item Toronto Alexithymia Scale

by R. Michael Bagby, Luigia Zito, Sharlane C. L. Lau, Ardeshir Mortezaei, Piero Porcelli and Graeme J. Taylor

J. Intell. 2025, 13(7), 89; https://doi.org/10.3390/jintelligence13070089 - 21 Jul 2025

Alexithymia is a trait-like deficit in the cognitive processing of emotions, characterized by difficulty identifying and describing feelings, externally oriented thinking, and limited imaginal capacity. It reflects a deficit in emotional intelligence, specifically in the intrapersonal ability to understand and manage one’s own [...] Read more.

Alexithymia is a trait-like deficit in the cognitive processing of emotions, characterized by difficulty identifying and describing feelings, externally oriented thinking, and limited imaginal capacity. It reflects a deficit in emotional intelligence, specifically in the intrapersonal ability to understand and manage one’s own emotional states and to similarly recognize how others might view them. Emotional intelligence has been conceptualized as a distinct form of intelligence that involves emotion-related mental abilities and meets standard psychometric criteria for inclusion within the broader taxonomy of human intelligences. Increasingly, alexithymia is also understood as a failure of affect-focused mentalization, or the ability to perceive emotions in oneself and others as intentional states. This study examined alexithymia using a multi-informant approach to assess intrapersonal and interpersonal emotional awareness. A sample of 211 university students and their informants completed the Toronto Alexithymia Scale (TAS-20), an informant version (TAS-20-IF), and a novel meta-perception version (TAS-20-Meta). Two hypotheses were tested and supported: (1) participants underestimated their alexithymia traits relative to informant ratings and (2) self- and meta-perception ratings were more strongly correlated than either was with informant ratings. These findings support the view that alexithymia reflects deficits in both affective mentalization and a specific domain of human intelligence. Full article

(This article belongs to the Section Social and Emotional Intelligence)

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24 pages, 1945 KiB

Open AccessArticle

The Role of STEM Teaching in Education: An Empirical Study to Enhance Creativity and Computational Thinking

by Suherman Suherman, Tibor Vidákovich, Mujib Mujib, Hidayatulloh Hidayatulloh, Tri Andari and Vera Dewi Susanti

J. Intell. 2025, 13(7), 88; https://doi.org/10.3390/jintelligence13070088 - 18 Jul 2025

This research is focused on exploring the importance of STEM (Science, Technology, Engineering, and Mathematics) education in the development of critical competencies among secondary school students in the 21st century. This was aimed to assess the impact of STEM-based activities on students’ creative [...] Read more.

This research is focused on exploring the importance of STEM (Science, Technology, Engineering, and Mathematics) education in the development of critical competencies among secondary school students in the 21st century. This was aimed to assess the impact of STEM-based activities on students’ creative and computational thinking skills. A quasi-experimental design that included 77 secondary school students from public and private schools in Bandar Lampung, Indonesia, who participated in STEM interventions for over 5 weeks, was adopted. Data were collected through creative thinking tests and questionnaires on CT and STEM attitudes. The results showed that students who participated in STEM activities exhibited significantly higher creative thinking scores compared to peers taught with the traditional curriculum. Specifically, the experimental group showed a progressive increase in weekly test scores, suggesting that STEM methods improved students’ performance over time. Structural equation modeling (SEM) disclosed strong positive associations between attitudes towards STEM, CT, and creativity. The implications of these results outlined the need to integrate STEM education into curricula to foster essential skills for future challenges. This research contributes to the understanding of effective educational strategies and also advocates for a shift towards more interactive and integrative methods in secondary education to meet the demands of the contemporary workforce. Full article

(This article belongs to the Special Issue The Formation and Evaluation of Critical and Creative Thinking for Good Personal, Academic and Professional Performance in These New Times)

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40 pages, 3475 KiB

Open AccessArticle

The Impact of Extracurricular Activities on Pre-Service Teacher Professional Development: A Structural Equation Modeling Study

by Funda Uysal

J. Intell. 2025, 13(7), 87; https://doi.org/10.3390/jintelligence13070087 - 17 Jul 2025

This study investigates the development of cognitive, emotional, and social skills in pre-service teachers through extracurricular activities, addressing 21st century challenges in preparing educators for diverse learning environments. It was hypothesized that extracurricular activities would positively influence cognitive skills (self-efficacy, self-regulation), emotional dimensions [...] Read more.

This study investigates the development of cognitive, emotional, and social skills in pre-service teachers through extracurricular activities, addressing 21st century challenges in preparing educators for diverse learning environments. It was hypothesized that extracurricular activities would positively influence cognitive skills (self-efficacy, self-regulation), emotional dimensions (professional interest), social competencies (teacher–student relationships), and academic achievement. This study employed predictive correlational methodology based on an integrated theoretical framework combining Social Cognitive Theory, Self-Determination Theory, Self-Regulation Theory, and Interpersonal Relationships Theory within formal–informal learning contexts. A psychometrically robust instrument (“Scale on the Contribution of Extracurricular Activities to Professional Development”) was developed and validated through exploratory and confirmatory factor analyses, yielding a five-factor structure with strong reliability indicators (Cronbach’s α = 0.91–0.93; CR = 0.816–0.912; AVE = 0.521–0.612). Data from 775 pre-service teachers (71.1% female) across multiple disciplines at a Turkish university were analyzed using structural equation modeling (χ²/df = 2.855, RMSEA = 0.049, CFI = 0.93, TLI = 0.92). Results showed that extracurricular participation significantly influenced self-efficacy (β = 0.849), professional interest (β = 0.418), self-regulation (β = 0.191), teacher–student relationships (β = 0.137), and academic achievement (β = 0.167). Notably, an unexpected negative relationship emerged between self-efficacy and academic achievement (β = −0.152). The model demonstrated strong explanatory power for self-efficacy (R² = 72.8%), professional interest (R² = 78.7%), self-regulation (R² = 77.2%), and teacher–student relationships (R² = 63.1%) while explaining only 1.8% of academic achievement variance. This pattern reveals distinct developmental pathways for professional versus academic competencies, leading to a comprehensive practical implications framework supporting multidimensional assessment approaches in teacher education. These findings emphasize the strategic importance of extracurricular activities in teacher education programs and highlight the need for holistic approaches beyond traditional academic metrics, contributing to Sustainable Development Goal 4 by providing empirical evidence for integrating experiential learning opportunities that serve both academic researchers and educational practitioners seeking evidence-based approaches to teacher preparation. Full article

(This article belongs to the Special Issue Cognitive, Emotional, and Social Skills in Students)

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25 pages, 959 KiB

Open AccessArticle

Personality and Smartphone Addiction in Romania’s Digital Age: The Mediating Role of Professional Status and the Moderating Effect of Adaptive Coping

by Daniela-Elena Lițan

J. Intell. 2025, 13(7), 86; https://doi.org/10.3390/jintelligence13070086 - 15 Jul 2025

In this research, we aimed to evaluate the relationship between the main dimensions of personality (Extraversion, Maturity, Agreeableness, Conscientiousness, and Self-actualization) and mobile phone addiction, both directly and mediated by the professional context (professional status), and moderated by adaptive cognitive-emotional coping strategies. The [...] Read more.

In this research, we aimed to evaluate the relationship between the main dimensions of personality (Extraversion, Maturity, Agreeableness, Conscientiousness, and Self-actualization) and mobile phone addiction, both directly and mediated by the professional context (professional status), and moderated by adaptive cognitive-emotional coping strategies. The participants, adult Romanian citizens, completed measures of personality—Big Five ABCD-M, a mobile phone addiction questionnaire, and the CERQ for adaptive coping strategies. They also responded to a question about current professional status (employed, student, etc.). Data were analyzed using Jamovi, and the findings were somewhat unexpected, though it aligned with the existing literature. Maturity emerged as a consistent inverse predictor of smartphone addiction (r = −0.45, β = −0.43, p < 0.001) across all three analyses. Extraversion showed an indirect effect mediated by professional status (β = −0.077, p < 0.05). Self-actualization was also found to predict smartphone addiction positively through full mediation by professional status (β = 0.05, p < 0.05). Agreeableness became a significant negative predictor (β = −0.13, p < 0.05) only when adaptive coping strategies were included. These findings highlight that the transition from frequent smartphone use—whether for work or personal reasons—to addiction can be subtle. This study may support both the general population in understanding smartphone use from a psycho-emotional perspective and organizations in promoting a healthy work-life balance. Full article

(This article belongs to the Special Issue Social Cognition and Emotions)

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16 pages, 1208 KiB

Open AccessArticle

Cognitive Aging Revisited: A Cross-Sectional Analysis of the WAIS-5

by Emily L. Winter, Brittany A. Dale, Sachiko Maharjan, Cynthia R. Lando, Courtney M. Larsen, Troy Courville and Alan S. Kaufman

J. Intell. 2025, 13(7), 85; https://doi.org/10.3390/jintelligence13070085 - 12 Jul 2025

Historical cross-sectional approaches examining cognitive aging consistently reveal a pattern of steady decline on nonverbal problem-solving, speeded tasks, and maintenance on verbal tasks. However, as measures developed and broadened the factor structure to align with Cattell–Horn–Carroll (CHC) theory, and age ranges were extended [...] Read more.

Historical cross-sectional approaches examining cognitive aging consistently reveal a pattern of steady decline on nonverbal problem-solving, speeded tasks, and maintenance on verbal tasks. However, as measures developed and broadened the factor structure to align with Cattell–Horn–Carroll (CHC) theory, and age ranges were extended from 75 to 90 years, a more nuanced approach to cognitive aging emerged. The present study, using the Wechsler Adult Intelligence Scale, Fifth Edition (WAIS-5), examined the cognitive aging process through a cross-sectional approach. WAIS-5 normative sample data (aligned with the 2022 U.S. census) were obtained from the test publisher. The sample included adult participants aged 20–24 through 85–90 (n = 1660), which were mapped into 11 age groups. Using post-stratification weighting to control for educational attainment, cognitive decline was observed throughout aging; verbal skills were maintained longer than other abilities, while processing speed declined steadily and rapidly from young adulthood to old age. Working memory was vulnerable to the aging process but demonstrated slower patterns of decline than the other vulnerable abilities. Fluid reasoning and visual spatial skills (although aligning with separate CHC broad abilities theoretically) were strikingly similar in their pattern of decline across a person’s lifespan. Results are highly consistent with the large body of cross-sectional research conducted during the previous generation by Salthouse and his colleagues, as well as other teams of researchers. Full article

(This article belongs to the Section Changes in Intelligence Across the Lifespan)

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4 pages, 642 KiB

Open AccessEditorial

An Editorial Introduction to Critical Thinking in Everyday Settings

by Christopher P. Dwyer

J. Intell. 2025, 13(7), 84; https://doi.org/10.3390/jintelligence13070084 - 9 Jul 2025

When I was first invited to guest edit a Special Issue of the Journal of Intelligence on critical thinking (CT), I was quite excited by the prospect for what I saw as two important reasons [...] Full article

(This article belongs to the Special Issue Critical Thinking in Everyday Life)

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