Journal of Intelligence, Volume 13, Issue 12

Emotional intelligence (EI), specifically the capacity to recognize and understand one’s own emotions and those of others, is pivotal for developing the interpersonal skills that foster effective collaboration. This is especially crucial for de...

Prior studies have examined associations between early childhood education and care (ECEC) and cognitive performance in later adolescence. However, little is known about the role of non-cognitive skills development and truancy in this link. To addres...

This study investigates the developmental trajectories of transcription and oral language skills in kindergarten students over the course of an academic year, with a focus on the influence of executive functions (EF) and home literacy practices (HLP)...

Metacognition and self-regulated learning (SRL) are widely recognized as key mechanisms for academic achievement and skill development, yet in music education they have rarely been examined through explicit instructional interventions to enable causa...

Individuals with mild nonspecific intellectual disability (NSID) often exhibit delayed literacy development. Unfortunately, how cognitive–linguistic processing profiles influence literacy in this population lacks clarity. This study investigate...

The widespread application of Generative Artificial Intelligence (Gen-AI) is transforming educational practices and driving pedagogical innovation. While cultivating higher-order thinking (HOT) represents a central educational goal, its achievement r...

Conversational interactions, rich in both linguistic and vocal cues, provide a natural context for studying these processes. In this work, we propose an explainable multimodal transformer framework that integrates textual semantics (via RoBERTa) and...

This study introduces and validates the construct of Teacher Emotional Commitment (CED), understood as the conative–behavioral dimension that characterizes the emotional bond that teachers establish with their students. To this end, two complem...

This study reviews 33 meta-analyses and systematic reviews on Computational Thinking (CT), focusing on research quality, intervention effectiveness, and content. Quality assessment of included studies was conducted using the AMSTAR 2 tool. The meta-a...

This theoretical paper introduces the Verbal–Cognitive Scaffold (VCS) Model, a cognitively inclusive framework which proposes the cognitive architectures underlying computational thinking (CT). Moving beyond monolithic theories of cognition (e.g., ex...

This study examined the psychometric properties of the Pre-Literacy Test, developed to measure the literacy readiness skills of children who have completed preschool education. Using a quantitative, multistage design, the study was conducted with a t...

Standardized cognitive assessments are essential in research but often limited by proprietary restrictions and methodological constraints. This study evaluates the psychometric properties of two public-domain International Cognitive Ability Resource...

Creativity is increasingly recognized as an essential 21st-century skill, critical for innovation, problem-solving, and personal growth. Educational systems have responded by prioritizing creative thinking, prompting researchers to explore the potent...

Although numerous studies address inclusive education, especially in Latin America, research analyzing the overall life satisfaction of teachers in schools that implement inclusion policies are scarce. The purpose of this study is to analyze the rela...