Journal of Intelligence, Volume 13, Issue 10

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 t...

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 compe...

Acute stress impairs executive functions, and these higher-order cognitive processes are often positively associated with intelligence. Even though intelligence is generally stable over time, performance in an intelligence test can be influenced by a...

Amid the rise of the knowledge economy, accelerated informatization, and the emergence of artificial intelligence, Philosophy for Children (P4C) has been promoted as an effective educational project to enhance children’s cognitive development,...

We tested 75 participants in a selective university near the East Coast of the United States for their skills in scientific reasoning. We used scientific reasoning assessments for Generating Hypotheses, Generating Experiments, and Drawing Conclusions...

This study examines how domain-general (processing speed and receptive vocabulary) and domain-specific (symbolic and non-symbolic comparison) cognitive skills contribute to early informal mathematical thinking in preschoolers. The aim was to assess t...

Spatial reasoning ability plays a critical role in predicting academic outcomes, particularly in STEM (science, technology, engineering, and mathematics) education. According to the Cattell–Horn–Carroll (CHC) theory of human intelligence,...

The purpose of the current study is to determine the effect of the differentiated instruction approach on 3rd-grade primary school students’ academic achievement (N = 45) in the “Electrical Devices and Tools” unit and to explore the...

Mathematical performance in early education is influenced by a complex interplay of cognitive and affective factors, including language skills, working memory, and anxiety. This study investigated whether working memory and math anxiety, in both expl...

The first-order false belief (FB) test is frequently employed to assess theory of mind (ToM); however, it faces substantial criticism regarding its inadequacies. Critics argue that the responses remain binary and are influenced by the presence and lo...