Journal of Intelligence

17 pages, 1156 KiB

Open AccessArticle

The Impact of Critical, Creative, Metacognitive, and Empathic Thinking Skills on High and Low Academic Achievements of Pre-Service Teachers

by Hatice Kumandaş-Öztürk and Özlem Ulu-Kalın

J. Intell. 2025, 13(4), 50; https://doi.org/10.3390/jintelligence13040050 - 16 Apr 2025

Viewed by 376

Abstract

This study aims to determine how higher-order thinking skills—namely creative thinking, critical thinking, metacognitive thinking, and empathic thinking—impact the academic achievement of pre-service teachers at both low and high levels. The study was conducted using the predictive model. The case sampling method, a [...] Read more.

This study aims to determine how higher-order thinking skills—namely creative thinking, critical thinking, metacognitive thinking, and empathic thinking—impact the academic achievement of pre-service teachers at both low and high levels. The study was conducted using the predictive model. The case sampling method, a purposive sampling method, was used in the study. The study participants included 196 volunteer pre-service teachers attending Artvin Coruh University, Faculty of Education. The study data were analyzed using binomial logistic regression analysis. The analysis revealed that the academic achievement of the pre-service teachers varied significantly based on other higher-order thinking skills, except for empathy. Furthermore, the contributions of these variables to academic achievement were ranked based on Exp(β) (odds/likelihood). The findings demonstrated that all variables affected academic achievement, while creative thinking skills contributed most significantly, followed by critical thinking and metacognitive thinking skills. It was also determined that the contribution of empathy skills was not statistically significant (p > 0.05). It was observed that the increase in higher-order thinking skills led to greater academic achievement. Similarly, low higher-order thinking skills significantly led to a decrease in achievement. Thus, it could be recommended that learning activities be revised, and the number of activities aimed at improving thinking skills should be increased for the active acquisition of higher-order thinking skills in higher teacher training institutions. Full article

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

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16 pages, 2711 KiB

Open AccessArticle

Practice Testing Facilitates Forward Navigation but Undermines Backward Navigation During Map Learning

by Shaohang Liu and Chunliang Yang

J. Intell. 2025, 13(4), 49; https://doi.org/10.3390/jintelligence13040049 - 15 Apr 2025

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Abstract

Practice testing (i.e., retrieval practice) has been established as a powerful learning strategy by comparison with many others, such as restudying. The current study explores whether practice testing can boost learning of map routes. Experiment 1 demonstrated that, by comparison with restudying, testing [...] Read more.

Practice testing (i.e., retrieval practice) has been established as a powerful learning strategy by comparison with many others, such as restudying. The current study explores whether practice testing can boost learning of map routes. Experiment 1 demonstrated that, by comparison with restudying, testing enhanced forward navigation and facilitated memory for peripheral information along the route. Experiment 2 examined the testing effect on backward navigation by asking participants to navigate from the endpoint to the start point in the final recall test. The results showed a negative testing effect: testing produced poorer backward navigation performance by comparison with restudying. Experiment 3 demonstrated that showing participants the tracing of the cursor during the retrieval practice phase eliminated the negative testing effect on backward navigation. Overall, the documented findings suggest that retrieval practice can facilitate forward navigation but impair backward navigation when the navigation task requires reorganization and mental rotation of the learned routes. Full article

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

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19 pages, 1006 KiB

Open AccessArticle

Emotional Intelligence in Portuguese Youth: Age and Gender Differences

by Adelinda Araújo Candeias

J. Intell. 2025, 13(4), 48; https://doi.org/10.3390/jintelligence13040048 - 15 Apr 2025

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Abstract

Emotional intelligence (EI) plays a pivotal role in youth development, influencing well-being, social adaptation, and academic success. This study aimed to assess age- and gender-related differences in perceived EI among Portuguese youth using the Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV), a validated [...] Read more.

Emotional intelligence (EI) plays a pivotal role in youth development, influencing well-being, social adaptation, and academic success. This study aimed to assess age- and gender-related differences in perceived EI among Portuguese youth using the Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV), a validated and widely applied tool. A sample of 931 students aged 8 to 16 from various regions of Portugal was evaluated across five EI domains: intrapersonal, interpersonal, stress management, adaptability, and general mood. The results show that emotional intelligence changes during adolescence, with clear age and gender differences. The data shows that as adolescents grow older, their perceived emotional intelligence (PEI) tends to decline, especially in adaptability and intrapersonal skills. While stress management and interpersonal abilities stay steady, they increasingly struggle with self-awareness and emotional regulation. Interpersonal skills remain the strongest, reflecting solid social abilities, while intrapersonal skills are the weakest, pointing to challenges with emotional insight. This means that while social connection and stress resilience hold up, adapting to change and managing emotions become harder with age. Gender differences also emerged, with girls demonstrating higher interpersonal skills and stress management in early adolescence, while boys reported better general mood in mid-adolescence. Despite these differences, no significant variations were found in the global EQi:YV scores. These results challenge the assumption of a linear increase in EI with age and emphasize the importance of a nuanced understanding of EI development. The study highlights the need for interventions that support emotional development throughout adolescence and targeted educational interventions tailored to the specific emotional competencies of different age and gender groups. Full article

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

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15 pages, 1305 KiB

Open AccessArticle

Exploring the Impact of Artificial Intelligence on the Creativity Perception of Music Practitioners

by Haixia Ma, Yan Zhang, Xin Shan and Xiaoxi Hu

J. Intell. 2025, 13(4), 47; https://doi.org/10.3390/jintelligence13040047 - 15 Apr 2025

Viewed by 439

Abstract

This study investigates the relationship between artificial intelligence (AI) tools and the creative abilities of music practitioners within the context of globalization and technological advancements that are transforming creative industries. Through a quantitative analysis, the study assesses how AI tool usage influences creative [...] Read more.

This study investigates the relationship between artificial intelligence (AI) tools and the creative abilities of music practitioners within the context of globalization and technological advancements that are transforming creative industries. Through a quantitative analysis, the study assesses how AI tool usage influences creative output. By surveying music practitioners from diverse backgrounds, it captures their experiences and perceptions of AI technologies in music creation. Grounded in cognitive science and diffusion of innovation theories, the research also empirically examines the relationship between AI technology acceptance and creativity perception, while considering the role of socioeconomic factors. Regression analysis was used to explore the relationships between key variables, ensuring robust and reliable results. The results suggest that AI technology acceptance is significantly correlated with creative performance, particularly among individuals with formal music education and experience using music composition software. However, socioeconomic factors such as age, gender, and professional background also influence how extensively AI is utilized in the creative process. These findings provide new insights into AI’s role in creative industries and offer data to inform music education and technology training policies. Full article

(This article belongs to the Special Issue Generative AI: Reflections on Intelligence and Creativity)

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5 pages, 669 KiB

Open AccessEditorial

Introduction to the Special Issue: Advances in Metacognition, Learning, and Reactivity

by Chunliang Yang and Liang Luo

J. Intell. 2025, 13(4), 46; https://doi.org/10.3390/jintelligence13040046 - 9 Apr 2025

Viewed by 279

Abstract

Metacognition, particularly the ability to monitor and regulate cognitive processes, plays a crucial role in effective learning [...] Full article

(This article belongs to the Special Issue Advances in Metacognition, Learning, and Reactivity)

17 pages, 5653 KiB

Open AccessArticle

Automated Graphic Divergent Thinking Assessment: A Multimodal Machine Learning Approach

by Hezhi Zhang, Hang Dong, Ying Wang, Xinyu Zhang, Fan Yu, Bailin Ren and Jianping Xu

J. Intell. 2025, 13(4), 45; https://doi.org/10.3390/jintelligence13040045 - 7 Apr 2025

Viewed by 329

Abstract

This study proposes a multimodal deep learning model for automated scoring of image-based divergent thinking tests, integrating visual and semantic features to improve assessment objectivity and efficiency. Utilizing 708 Chinese high school students’ responses from validated tests, we developed a system combining pretrained [...] Read more.

This study proposes a multimodal deep learning model for automated scoring of image-based divergent thinking tests, integrating visual and semantic features to improve assessment objectivity and efficiency. Utilizing 708 Chinese high school students’ responses from validated tests, we developed a system combining pretrained ResNet50 (image features) and GloVe (text embeddings), fused through a fully connected neural network with MSE loss and Adam optimization. The training set (603 images, triple-rated consensus scores) showed strong alignment with human scores (Pearson r = 0.810). Validation on 100 images demonstrated generalization capacity (r = 0.561), while participant-level analysis achieved 0.602 correlation with total human scores. Results indicate multimodal integration effectively captures divergent thinking dimensions, enabling simultaneous evaluation of novelty, fluency, and flexibility. This approach reduces manual scoring subjectivity, streamlines assessment processes, and maintains cost-effectiveness while preserving psychometric rigor. The findings advance automated cognitive evaluation methodologies by demonstrating the complementary value of visual-textual feature fusion in creativity assessment. Full article

(This article belongs to the Special Issue Innovations in Assessment: Harnessing Technology for Testing Cognitive Ability, Thinking Skill, and Competency)

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15 pages, 1079 KiB

Open AccessArticle

Understanding the Role of Cognitive Abilities and Math Anxiety in Adolescent Math Achievement

by Lorenzo Esposito, Irene Tonizzi, Maria Carmen Usai and David Giofrè

J. Intell. 2025, 13(4), 44; https://doi.org/10.3390/jintelligence13040044 - 3 Apr 2025

Viewed by 384

Abstract

A consistent amount of research has tried to study the contributions of cognitive and emotional factors involved in math achievement. Despite this, research examining their joint role in children is scarce. In this paper, we examined the joint role of cognitive and math [...] Read more.

A consistent amount of research has tried to study the contributions of cognitive and emotional factors involved in math achievement. Despite this, research examining their joint role in children is scarce. In this paper, we examined the joint role of cognitive and math anxiety on math achievement in a sample of 135 seventh-grade children (54% male, M_age = 12.79, SD = 0.47). Math achievement was measured using a validated paper-and-pencil test, while higher-order cognitive abilities were assessed with a PMAs test. Working memory was evaluated through two verbal and two visuo-spatial experimental span tasks. Inhibitory control was measured using three computerized tasks adapted from the classic Stroop, Flanker, and Simon tasks. Math anxiety was assessed with an AMAS questionnaire. A series of correlation analyses and path models were conducted to understand the complex relationships among the factors. The correlations showed a positive relationship among our cognitive abilities and a negative correlation with math anxiety. The results from the path analysis showed a strong effect of higher-order cognitive abilities on math achievement (β = 0.44, p < .001) and highlighted the mediating role of working memory between math anxiety and math performance (β = −0.04, 95%CI [−0.11; −0.00]). Conversely, inhibitory control did not seem to play a crucial role in this relationship (β = −0.03, 95%CI [−0.08; 0.00]). These findings are discussed in relation to current theoretical frameworks. Interventions aimed at reducing math anxiety could help improve math achievement. Full article

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

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20 pages, 2520 KiB

Open AccessArticle

Can Generative AI and ChatGPT Break Human Supremacy in Mathematics and Reshape Competence in Cognitive-Demanding Problem-Solving Tasks?

by Deniz Kaya and Selim Yavuz

J. Intell. 2025, 13(4), 43; https://doi.org/10.3390/jintelligence13040043 - 2 Apr 2025

Viewed by 533

Abstract

This study investigates the potential of generative artificial intelligence tools in addressing cognitive challenges encountered by humans during problem-solving. The performance of ChatGPT-4o and GPT-4 models in the NAEP mathematics assessments was evaluated, particularly in relation to the cognitive demands placed on students. [...] Read more.

This study investigates the potential of generative artificial intelligence tools in addressing cognitive challenges encountered by humans during problem-solving. The performance of ChatGPT-4o and GPT-4 models in the NAEP mathematics assessments was evaluated, particularly in relation to the cognitive demands placed on students. Sixty NAEP mathematics assessment tasks, coded by field experts, were analyzed within a framework of cognitive complexity. ChatGPT-4o and GPT-4 provided responses to each question, which were then evaluated using NAEP’s scoring criteria. The study’s dataset was analyzed using the average performance scores of students who answered correctly and the item-wise response percentages. The results indicated that ChatGPT-4o and GPT-4 outperformed most students on individual items in the NAEP mathematics assessment. Furthermore, as the cognitive demand increased, higher performance scores were required to answer questions correctly. This trend was observed across the 4th, 8th, and 12th grades, though ChatGPT-4o and GPT-4 did not demonstrate statistically significant sensitivity to increased cognitive demands at the 12th-grade level. Full article

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

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25 pages, 987 KiB

Open AccessArticle

Emotional Intelligence and Its Relationship with Subjective Well-Being and Academic Achievement in University Students

by Presentación Ángeles Caballero-García and Sara Sánchez Ruiz

J. Intell. 2025, 13(4), 42; https://doi.org/10.3390/jintelligence13040042 - 26 Mar 2025

Viewed by 780

Abstract

The demands of the labor market are a constant challenge for universities, emphasizing the crucial importance of competency-based education to make our students more academically and professionally competitive. The benefits of Emotional Intelligence (EI) and Subjective Well-Being (happiness/life satisfaction) (SWB) have been evidenced [...] Read more.

The demands of the labor market are a constant challenge for universities, emphasizing the crucial importance of competency-based education to make our students more academically and professionally competitive. The benefits of Emotional Intelligence (EI) and Subjective Well-Being (happiness/life satisfaction) (SWB) have been evidenced as necessary competencies in personal, academic, and professional contexts. Our research assessed these variables in a sample of 300 university students from Madrid (Spain), comprising 68 (22.7%) men and 232 (77.3%) women, aged between 18 and 47 years (M = 21.72; SD = 0.42). Our objective was to determine their baseline levels, study their relationship with Academic Achievement (AA), analyze their changes after a positive emotional intervention, and determine if they are predictors of AA. For this, we used a quasi-experimental pre/post-test design with experimental/control groups. Our results show medium–high baseline levels of EI, SWB, and AA in our students; positive correlations, which improved in intensity in the post-test, between EI (clarity and repair) and SWB, between AA and EI (attention), and between AA and happiness (OHI); and better scores in EI and happiness in the post-test compared to the pre-test, and in the experimental group compared to the control group, as a result of our intervention. Finally, the findings indicate that EI (attention) and SWB (life satisfaction) jointly predict a small part of AA. The data are discussed for their implications for change in higher education, towards competency-based education interventions that improve the outcomes and employability of our students and bridge the university/industry gap. Full article

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

23 pages, 3315 KiB

Open AccessArticle

Spatial Reasoning and Its Contribution to Mathematical Performance Across Different Content Domains: Evidence from Chinese Students

by Tianshu Xu, Siyu Sun and Qiping Kong

J. Intell. 2025, 13(4), 41; https://doi.org/10.3390/jintelligence13040041 - 24 Mar 2025

Viewed by 571

Abstract

Recent studies have provided convincing evidence highlighting the strong relationship between spatial reasoning and mathematical performance. However, there is a limited body of research exploring the contributions of different spatial reasoning constructs to mathematical performance across various content domains, particularly within non-Western contexts. [...] Read more.

Recent studies have provided convincing evidence highlighting the strong relationship between spatial reasoning and mathematical performance. However, there is a limited body of research exploring the contributions of different spatial reasoning constructs to mathematical performance across various content domains, particularly within non-Western contexts. This study investigates the relationship between spatial reasoning skills—including mental rotation, spatial visualization, and spatial orientation—and mathematical performance across various domains (number, geometric shapes and measures and data display) among Chinese elementary school students in grade four (ages 9–10). The results indicate that overall spatial reasoning significantly predicts mathematical performance across various domains. All three spatial reasoning constructs significantly contribute to performance in the number and geometric shapes and measures domains, with mental rotation and spatial orientation being the strongest predictors of performance in these respective content domains. For data display performance, spatial orientation and spatial visualization significantly contribute, with spatial visualization being the strongest predictor. Although no significant gender differences were found in the overall link between spatial reasoning and mathematical performance, subgroup regression analysis showed variations. For male students, spatial orientation was the main predictor across content areas. For female students, mental rotation was the key predictor for number and geometry, while spatial visualization was most significant for data display. Full article

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J. Intell., Volume 13, Issue 4 (April 2025) – 10 articles

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