Journal of Intelligence

19 pages, 1444 KB

Open AccessArticle

Exploring the Impact of Open Pedagogy on Minority Students’ Motivation, Computational Thinking, and Perceived Learning in Interactive Computer Game Development

by Yu-Tung Kuo and Yu-Chun Kuo

J. Intell. 2026, 14(1), 16; https://doi.org/10.3390/jintelligence14010016 - 19 Jan 2026

Cited by 1 | Viewed by 959

Abstract

The use of open educational resources (OERs) is on the rise in higher education. Open pedagogy, as a learner-centered approach, provides students with opportunities to create, design, or adapt openly licensed materials or resources. With the potential of open pedagogy to enhance student [...] Read more.

The use of open educational resources (OERs) is on the rise in higher education. Open pedagogy, as a learner-centered approach, provides students with opportunities to create, design, or adapt openly licensed materials or resources. With the potential of open pedagogy to enhance student learning, this study investigated the effect of an open pedagogy project on minority students’ motivation and perceived learning in the computer game programming course. An experimental design was implemented to compare minority students’ learning in programming through the open pedagogy approach versus the traditional approach. Participants were fifty-eight minority students enrolled in game courses from an institution in the southeastern United States. Thirty students received the instruction with open pedagogy, while twenty-eight students were in the traditional instruction. Quantitative approaches were performed to analyze the collected data. The results indicated that minority students in the open pedagogy group perceived significantly higher levels of motivation on the aspect of pressure/tension than those receiving the traditional approach. Minority students participating in the open pedagogy project had significantly higher levels of computational thinking and perceived learning performance in computer programming, compared to the students with the traditional instruction. Major findings and limitations of this study (i.e., short intervention period, small sample size, etc.) were reported and discussed. Full article

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24 pages, 1008 KB

Open AccessArticle

Enhancing Rural Children’s Cognitive Abilities Through Teacher Support: Quasi-Experimental Evidence from Longitudinal Data in China

by Xinxin Hao, Jingxuan Lou, Mengyun Jin and Yihao Tian

J. Intell. 2026, 14(1), 15; https://doi.org/10.3390/jintelligence14010015 - 16 Jan 2026

Viewed by 1810

Abstract

This study leverages longitudinal data from the China Family Panel Studies (CFPS, 2012–2020) to examine the association between teacher support and cognitive ability among children aged 10–16 living in economically disadvantaged rural areas of China. Employing a difference-in-differences (DID) framework, we found that [...] Read more.

This study leverages longitudinal data from the China Family Panel Studies (CFPS, 2012–2020) to examine the association between teacher support and cognitive ability among children aged 10–16 living in economically disadvantaged rural areas of China. Employing a difference-in-differences (DID) framework, we found that exposure to the Rural Teacher Support Program (RTSP) is associated with an improvement of about 0.19 standard deviations in students’ cognitive abilities after accounting for individual-, family-, and county-level characteristics. Two key mechanisms appear to underlie this association, reflected in increased teacher quantity and enhanced student satisfaction with teachers. Heterogeneity analyses further show that these benefits are more pronounced among female students and those from low-income households, suggesting that teacher-centered institutional improvements may help mitigate developmental disparities. Overall, the longitudinal results indicate that better teacher-related environments are likely to support children’s cognitive development, which in turn may help reduce educational inequality in under-resourced areas. Full article

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19 pages, 2232 KB

Open AccessArticle

Spatial Cognition in the Field: A New Approach Using the Smartphone’s Compass Sensors and Navigation Apps

by Stefan Stieger, Selina Volsa, David Lewetz and David Willinger

J. Intell. 2026, 14(1), 14; https://doi.org/10.3390/jintelligence14010014 - 9 Jan 2026

Cited by 1 | Viewed by 1270

Abstract

Spatial cognition refers to the mental processing, perception, and interpretation of spatial information. It is often operationalized through self-assessments like sense of direction and mental rotation ability or field-based real-world tasks like pointing to a specific building and wayfinding; however, the former and [...] Read more.

Spatial cognition refers to the mental processing, perception, and interpretation of spatial information. It is often operationalized through self-assessments like sense of direction and mental rotation ability or field-based real-world tasks like pointing to a specific building and wayfinding; however, the former and latter entail unclear ecological validity and high participant burdens, respectively. Since the advent of smartphones, this repertoire has been extended substantially through the use of sensors or apps. This study used a large longitudinal experience sampling method (ESM) in two different countries (Canada and Australia, N = 217) and analyzed spatial cognition both conventionally (i.e., sense of direction and speeded mental rotation test) and through new techniques like self-rated and objectively assessed daily Google Maps usage, movement patterns throughout the 14-day assessment phase (using H3 tiles for geolocation), and a Point North task. The Point North task objectively assessed deviation from the celestial direction, North, by using smartphone compass sensors. In both countries, spatial orientation was found to be associated only with the Point North task, while no significant associations were found for daily Google Maps usage (subjectively and objectively measured) and moving distance throughout the assessment phase. Although further validation is required, the Point North task shows promise as an objective, ecologically valid, and easily employable smartphone-based measure for assessing spatial cognition in real-world contexts. Full article

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20 pages, 1152 KB

Open AccessArticle

Digital Natives’ Intentions Toward Informal Digital English Learning: The Roles of Desire, Engagement, and Online Learning Self-Efficacy

by Fang Fang, Yaru Meng, Lingjie Tang and Yu Cui

J. Intell. 2026, 14(1), 13; https://doi.org/10.3390/jintelligence14010013 - 7 Jan 2026

Cited by 3 | Viewed by 2383

Abstract

Against the backdrop of rapid technological development, informal English learning has become increasingly prominent in language education, particularly among digital natives. However, limited research has examined how digital nativity influences learners’ emotions and their intentions to engage in such learning. This study investigates [...] Read more.

Against the backdrop of rapid technological development, informal English learning has become increasingly prominent in language education, particularly among digital natives. However, limited research has examined how digital nativity influences learners’ emotions and their intentions to engage in such learning. This study investigates the relationships among digital nativity, desire, engagement, online learning self-efficacy (OLSE), and learners’ intentions toward informal digital English learning (IDLE). Data were collected from 1458 English learners and analyzed using a structural modeling approach. The results show that desire, engagement, and online learning self-efficacy play significant mediating roles in the relationship between digital nativity and learning intention, while digital nativity also exerts a direct effect on intention. These findings highlight the central role of affective and motivational factors in shaping digital natives’ learning behavior and provide empirical support for the educational value of informal digital English learning in contemporary digital environments. Full article

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16 pages, 799 KB

Open AccessArticle

Detection of High Abilities: An Empirically Evidenced Alternative to Biased Detection

by Leire Aperribai, Elena Rodríguez-Naveiras, Triana Aguirre, Teresa González-Pérez and África Borges

J. Intell. 2026, 14(1), 9; https://doi.org/10.3390/jintelligence14010009 - 6 Jan 2026

Cited by 1 | Viewed by 2233

Abstract

Students with high ability (HA), due to their differential characteristics, need to receive a specific educational response for the adequate development of their potential. Thus, they must be detected and then identified, but many of these students (around 9.5%, based on prevalences of [...] Read more.

Students with high ability (HA), due to their differential characteristics, need to receive a specific educational response for the adequate development of their potential. Thus, they must be detected and then identified, but many of these students (around 9.5%, based on prevalences of domain-specific definitions) remain unidentified, especially among girls. The low detection of highly able students raises the need to establish more objective and efficient criteria. Thus, the objective of this study is to analyze whether the use of objective tests in the procedure increases the number of male and female students detected with HA. To detect students with HA, the general intelligence assessment instrument Matrices-TAI has been applied to students from the first to the third year of Compulsory Secondary Education in different educational centers in the Community of the Canary Islands (N = 1216). The results show that in official data, only 1.17% of HA students (0.89% of girls and 1.44% of boys) have been identified, while 9.21% (8.10% of girls and 10.35% of boys) have a higher intelligence in this convenience sample, coinciding with the percentages of talent found in the literature. In conclusion, in our sample, universal screening with a rigorous intelligence test identified a substantially larger proportion of students, including girls, than current nomination-based procedures appear to capture in administrative statistics, suggesting that such screening may reduce gender disparities in identification. Full article

16 pages, 1738 KB

Open AccessArticle

Beyond Mean Scores: Sex Differences in Literacy, Numeracy, and Problem-Solving as Intraindividual Strengths Across Age Groups

by Marco Balducci and Waseem Haider

J. Intell. 2026, 14(1), 12; https://doi.org/10.3390/jintelligence14010012 - 6 Jan 2026

Viewed by 3206

Abstract

The underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields has been a longstanding issue. Traditionally, research on sex differences in cognitive abilities has focused on mean scores, which are often trivial and do not appear to explain sex disparities in [...] Read more.

The underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields has been a longstanding issue. Traditionally, research on sex differences in cognitive abilities has focused on mean scores, which are often trivial and do not appear to explain sex disparities in STEM participation. Recently, intraindividual strengths have been proposed as a more relevant factor; they reflect an individual’s relative advantage in one skill (e.g., literacy) compared with a set of related skills (literacy, numeracy, and problem-solving). Previous studies have primarily examined younger cohorts, and intraindividual strengths remain unexplored across the lifespan. In this study, we employed data from the second cycle of the Programme for the International Assessment of Adult Competencies (PIAAC) including 157,525 individuals from 30 countries to assess sex differences in literacy, numeracy, and problem-solving as intraindividual strengths across five age groups (16–24, 25–34, 35–44, 45–54, and 55+ years). Consistent with previous research, women outperformed men in literacy, while men outperformed women in numeracy. These patterns were observed universally across countries and age groups. In contrast, no sex differences were observed in problem-solving. Future research should move beyond mean scores to focus on intraindividual strengths, as they may be more relevant for understanding sex disparities in STEM. Full article

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

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15 pages, 871 KB

Open AccessArticle

The Concurrent and Longitudinal Contributions of Linguistic and Cognitive Skills to L2 Writing Quality

by Aiping Zhao, Fangzhu Chen and Xiang Li

J. Intell. 2026, 14(1), 11; https://doi.org/10.3390/jintelligence14010011 - 6 Jan 2026

Cited by 2 | Viewed by 1381

Abstract

Research on second language (L2) writing has primarily focused on linguistic skills, with limited attention to higher-order cognitive skills such as inference making. This study expands prior research by examining both concurrent and longitudinal effects of linguistic skills (vocabulary, grammatical knowledge, and morphological [...] Read more.

Research on second language (L2) writing has primarily focused on linguistic skills, with limited attention to higher-order cognitive skills such as inference making. This study expands prior research by examining both concurrent and longitudinal effects of linguistic skills (vocabulary, grammatical knowledge, and morphological awareness) and inference making on L2 English writing quality among 135 Chinese high school English learners. Students’ linguistic skills, inference making, and writing were assessed in Grade 10 and Grade 11. Regression analyses showed that, in Grade 10, vocabulary, grammatical knowledge, and inference making significantly predicted writing quality, whereas in Grade 11, morphological awareness, grammatical knowledge, and inference making were significant predictors. Longitudinally, Grade 10 morphological awareness uniquely contributed to L2 writing quality in Grade 11 after controlling for the autoregressive effect of L2 writing quality in Grade 10. These findings highlight the key role of inference making in writing development and reveal that linguistic skills contribute to writing differently across grades. Pedagogically, the results underscore the importance of targeting grade-specific skills to support higher-quality English writing. Full article

16 pages, 1170 KB

Open AccessArticle

Teaching Experience Correlates with Enhanced Social Cognition in Preschool Teachers

by Daniela Molina-Mateo, Ivo Leiva-Cisterna and Paulo Barraza

J. Intell. 2026, 14(1), 10; https://doi.org/10.3390/jintelligence14010010 - 6 Jan 2026

Cited by 1 | Viewed by 1739

Abstract

Preschool teaching is a highly demanding profession that requires constant socio-emotional attunement and the ability to engage in reflective reasoning. Despite the central role of these skills in effective early childhood education, little is known about whether preschool teachers’ socio-affective and cognitive capacities [...] Read more.

Preschool teaching is a highly demanding profession that requires constant socio-emotional attunement and the ability to engage in reflective reasoning. Despite the central role of these skills in effective early childhood education, little is known about whether preschool teachers’ socio-affective and cognitive capacities vary as a function of accumulated professional experience. To address this knowledge gap, we compared the performance of 30 professional preschool teachers with a matched control group of 30 non-teachers on tests measuring emotion recognition, active-empathic listening, interpersonal reactivity, and abstract reasoning. We found that preschool teachers were significantly better on all dimensions of active-empathic listening (sensing, processing, and responding) and better in emotional self-regulation than controls. Moreover, years of preschool teaching experience were positively correlated with emotion recognition, improved listening skills, and more deliberate abstract reasoning strategies. Notably, socio-affective competencies were correlated with abstract reasoning performance within the preschool teacher group. According to these results, long-term professional involvement in preschool teaching enhances socio-affective skills and integrates them with higher-order cognitive processes, both of which are essential for responsive teaching, efficient classroom management, and the development of children’s social and cognitive abilities. Full article

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

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22 pages, 1865 KB

Open AccessArticle

Relational Integration and Attentional Control Are Crucial to Fluid Intelligence Together but Not Alone—An Experimental Investigation of Individual Difference in Relational Monitoring Processes

by Yunze Li and Damian Patrick Birney

J. Intell. 2026, 14(1), 8; https://doi.org/10.3390/jintelligence14010008 - 5 Jan 2026

Cited by 1 | Viewed by 1489

Abstract

Working memory (WM) and fluid intelligence (Gf) are highly correlated, which provides the basis for the claim that they share common cognitive processes. Attentional Control Theory and the Relational Integration Hypothesis are two process theories linking WM and Gf. Additionally, both have empirical [...] Read more.

Working memory (WM) and fluid intelligence (Gf) are highly correlated, which provides the basis for the claim that they share common cognitive processes. Attentional Control Theory and the Relational Integration Hypothesis are two process theories linking WM and Gf. Additionally, both have empirical evidence to support them; the strength of this evidence can be limited by the experimental manipulations used and the operationalisation of performance metrics. To investigate the cognitive processes related to Gf, levels of relational integration and attentional control in the relation monitoring task (RMT) were manipulated. Study 1 (N = 39) focused on calibrating RMT response time windows for different levels of relational integration to strengthen validity claims by reducing possible ceiling effects in RMT performance observed in prior research. Study 2 (N = 146) examined how Gf was related to manipulations of relational integration and attentional control. The research extends previous studies by (a) using experimental manipulations that align more closely to underlying process accounts, and (b) contrasting simple-composite scores, a common operationalisation of performance, with a variance decomposition approach that statistically isolates the hypothetical processes aligned with the experimental manipulations. Results suggest that the way performance is operationalised matters, and that neither relational integration nor attentional control processes alone relate to Gf; instead, predictive utility is greatest when they are operationalised together. Full article

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

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16 pages, 770 KB

Open AccessArticle

Exploring the Impacts of Meaning in Life, Character Strengths, and Social Connectedness on Affect and Achievement in Gifted Students

by Paul Shing-fong Chan, Mantak Yuen and Jiahong Zhang

J. Intell. 2026, 14(1), 7; https://doi.org/10.3390/jintelligence14010007 - 4 Jan 2026

Cited by 1 | Viewed by 1806

Abstract

Understanding the factors that promote positive affect and achievement in gifted students is essential for supporting their holistic development and success. This study aimed to explore the relationship among meaning in life (presence and search), character strengths (creativity, perseverance, social intelligence), social connectedness, [...] Read more.

Understanding the factors that promote positive affect and achievement in gifted students is essential for supporting their holistic development and success. This study aimed to explore the relationship among meaning in life (presence and search), character strengths (creativity, perseverance, social intelligence), social connectedness, positive/negative affect, and perceived academic achievement among gifted students in Hong Kong, China. A total of 348 gifted students participated in this study, comprising 196 males and 152 females, aged 10 to 18 years. The students completed a cross-sectional online survey in August and September 2024. Mediation analyses were conducted using structural equation modeling with bootstrapping to estimate indirect effects. The results indicated significant indirect effects of meaning in life (presence and search) and character strengths (creativity, perseverance, social intelligence) on positive affect (β = 0.15 to 0.32, p < 0.05) and negative affect (β = −0.15 to −0.26, p < 0.05) via social connectedness, with small-to-moderate effect sizes. Additionally, significant indirect effects were observed for meaning in life and character strengths on perceived academic achievement via social connectedness (β = 0.13 to 0.20, p < 0.05), with small-to-moderate effect sizes. This research highlights the significant role of character strengths, meaning in life, and social connectedness in enhancing positive affect and perceived academic achievement, and reducing negative affect among gifted students. Full article

(This article belongs to the Special Issue Intelligence Quotient, Emotional Quotient, Creativity Quotient and Other Potential Determinants: A Holistic Approach to Understanding Human Potential and Developing Talents)

26 pages, 3600 KB

Open AccessArticle

Macro- and Micro-Level Behavioral Patterns in Simulation-Based Scientific Inquiry: Linking Processes to Performance Among Elementary Students

by Shuang Wang, An Hu, Lu Yuan, Wei Tian and Tao Xin

J. Intell. 2026, 14(1), 6; https://doi.org/10.3390/jintelligence14010006 - 4 Jan 2026

Viewed by 4239

Abstract

Scientific inquiry is fundamental to science education, encompassing the processes through which students construct scientific knowledge and develop thinking skills. However, the unfolding of these inquiry processes and their relation to performance remain underexplored. Drawing on process data from a structured simulation-based assessment [...] Read more.

Scientific inquiry is fundamental to science education, encompassing the processes through which students construct scientific knowledge and develop thinking skills. However, the unfolding of these inquiry processes and their relation to performance remain underexplored. Drawing on process data from a structured simulation-based assessment task, this study investigated the inquiry processes of 259 fourth-grade students. We applied a multi-analytic approach including sequential pattern mining, entropy analysis, and process mining to capture macro- and micro-level behavioral patterns and examine their associations with task performance operationalized by effectiveness and efficiency. Macro-level analyses revealed that effective students generally organized their inquiry processes into more iterative cycles of evidence collection, demonstrating a more dedicated approach before committing to a final response. Micro-level analyses further indicated that effective and efficient students showed better strategic coordination during experimentation. Together, these findings provide a multi-level characterization of elementary students’ scientific inquiry processes and link inquiry patterns to task effectiveness and efficiency. The study also underscores the potential of process data from simulation-based assessments for diagnosing inquiry skills and informing the design of personalized scaffolds in elementary science education. Full article

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16 pages, 1024 KB

Open AccessArticle

Association Between Weekly Moderate-to-Vigorous Physical Activity and Emotional Intelligence Factors in Spanish Adolescents: Perspectives for Digital and Gamified Interventions

by Alberto Ruiz-Ariza, José Enrique Moral-García, Alba Rusillo-Magdaleno and Jose Luis Solas-Martínez

J. Intell. 2026, 14(1), 5; https://doi.org/10.3390/jintelligence14010005 - 3 Jan 2026

Cited by 2 | Viewed by 1699

Abstract

This study aimed to analyze the relationship between moderate to vigorous physical activity (MVPA) and dimensions of emotional intelligence (EI) in Spanish adolescents aged 12 to 16 years, controlling for variables such as gender, age, and body mass index (BMI). A total of [...] Read more.

This study aimed to analyze the relationship between moderate to vigorous physical activity (MVPA) and dimensions of emotional intelligence (EI) in Spanish adolescents aged 12 to 16 years, controlling for variables such as gender, age, and body mass index (BMI). A total of 171 students (92 boys; mean age = 13.73 ± 1.34 years) were analyzed, measuring MVPA using the PACE + Adolescent PA Measure and EI using the TEIQue-SF, which includes well-being, self-control, emotionality, and sociability. Physically active adolescents (>4 days/week with ≥60 min of MVPA) showed significantly higher scores in well-being and sociability compared to their inactive peers (p < 0.05), with no differences in emotionality or self-control. Regression analyses confirmed that weekly MVPA was positively associated with well-being and sociability, independent of gender, age, and BMI. These findings suggest that regular MVPA is associated with emotional balance and social competence in adolescents, highlighting the importance of integrating structured PA programs in and out of school. Furthermore, the study underscores the potential of digital and gamified interventions, such as exergames and mobile apps, as promising tools to support the emotional and social correlates of PA by promoting motivation, social interaction, and emotional regulation, offering innovative approaches to support adolescents’ social-emotional development. Full article

(This article belongs to the Special Issue The Development of Children’s Emotional Intelligence: Digital Games, Technologies and Practical Applications)

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26 pages, 954 KB

Open AccessArticle

Evaluating Early Precursors of Academic Skills: Preliminary Validation of a Touchscreen-Based Digital Assessment in Preschoolers

by Davide Apicerni, Paolo Stievano, James Dawe, Sergio Melogno and Lina Pezzuti

J. Intell. 2026, 14(1), 4; https://doi.org/10.3390/jintelligence14010004 - 1 Jan 2026

Viewed by 1929

Abstract

Early identification of cognitive precursors to literacy and numeracy is essential for promoting school readiness and preventing later learning difficulties. Digital assessment tools using touchscreen technology offer advantages of engagement, standardization, and efficiency. This study reports preliminary findings on the Digital Assessment for [...] Read more.

Early identification of cognitive precursors to literacy and numeracy is essential for promoting school readiness and preventing later learning difficulties. Digital assessment tools using touchscreen technology offer advantages of engagement, standardization, and efficiency. This study reports preliminary findings on the Digital Assessment for Preschoolers—Tool (DAP-T), a touchscreen-based battery for preschool children. A sample of 105 children (M = 61.43 months, SD = 10.38; age range = 38–72) completed eight tasks assessing visuomotor integration, literacy (letter knowledge, phonological awareness, notational awareness, Rapid Automatized Naming), and numeracy (non-symbolic quantity comparison, quantity recognition, counting, cardinality). A subsample (n = 47–61, depending on the measure) also completed the paper-based criterion tasks used for concurrent validity analyses. Item difficulty and discrimination, internal consistency (McDonald’s ω), concurrent validity, and factorial structure (SEM) were assessed. Results showed medium-to-low difficulty, age-related performance increases, and good discrimination in most tasks. Reliability was high (ω = 0.713–0.966), and correlations with criterion measures ranged from ρ = 0.52 to 0.95. The DAP-T showed promising psychometric properties as a rapid, standardized tool to detect early difficulties and guide targeted interventions. Full article

20 pages, 3383 KB

Open AccessArticle

Understanding Love in the L1 and the Additional Language: Evidence from Semantic Fluency and Graph Analysis

by Maria Pilar Agustín Llach

J. Intell. 2026, 14(1), 3; https://doi.org/10.3390/jintelligence14010003 - 24 Dec 2025

Viewed by 1665

Abstract

This study explores how adolescent learners conceptualize the emotion of love in their first language (Spanish) and in English as a foreign language (EFL), comparing monolingual Spanish speakers and Spanish–Arabic bilinguals. A total of 66 participants (33 per group), all with A2 proficiency [...] Read more.

This study explores how adolescent learners conceptualize the emotion of love in their first language (Spanish) and in English as a foreign language (EFL), comparing monolingual Spanish speakers and Spanish–Arabic bilinguals. A total of 66 participants (33 per group), all with A2 proficiency in English, completed a semantic fluency task in both Spanish and English, producing as many words as possible in relation to the prompts Amor and Love. The data were analyzed using graph theory to capture the organization of participants’ emotion lexicons. The results show that love is a highly productive and cohesive semantic field, eliciting significantly more responses in L1 than in L2, for both Spanish-only (t = −8.866, p < 0.001) and Spanish–Arabic (W = 101.0, p = 0.001) participants. The differences between the two learner cohorts were not significant in Spanish nor in English. The results from the graph analyses revealed that learners displayed rich and strongly connected networks in Spanish, with learners with a migration origin showing slightly more fragmented networks. In English, both groups performed similarly, with responses probably mediated by L1 translation equivalents and metaphorical associations (e.g., heart, flower, and red). The findings suggest that emotional lexicons are better developed and more efficiently organized in the L1, whereas FL representations are shaped by proficiency, context of learning, and reliance on L1 conceptual structures. This study contributes novel insights into bilingual and heritage learners’ emotional conceptualization and highlights the value of graph analysis for examining the structure of emotion words. Full article

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

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18 pages, 1532 KB

Open AccessArticle

How Does Teacher Certification Promote Student Achievement in Science, Reading, and Math? A Chain-Mediated Model of Teachers’ Sense of Efficacy and Pedagogical Innovation

by Yanbin Guo and Guoxiu Tian

J. Intell. 2026, 14(1), 2; https://doi.org/10.3390/jintelligence14010002 - 22 Dec 2025

Cited by 1 | Viewed by 1644

Abstract

Teacher certification is strongly correlated with student development. Many studies have documented the effect of teacher certification on student achievement. However, there are inconsistent conclusions about this issue. Moreover, few studies have examined the mechanisms by which teacher certification promotes student achievement. To [...] Read more.

Teacher certification is strongly correlated with student development. Many studies have documented the effect of teacher certification on student achievement. However, there are inconsistent conclusions about this issue. Moreover, few studies have examined the mechanisms by which teacher certification promotes student achievement. To fill these gaps, this paper examines the effect of teacher certification on student achievement and the underlying mechanisms. We analyzed the data from the TALIS 2018 Türkiye teacher data and the PISA 2018 Türkiye student data using path analysis and PROCESS Model 6. It was found that the rise in entry requirements for teacher certification was positively associated with teachers’ sense of efficacy and pedagogical innovation in the Turkish context. It was also indicated that teacher certification was positively associated with student achievement through the serial mediation of teachers’ sense of efficacy and pedagogical innovation. The practical and theoretical implications of this paper were discussed. Full article

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

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18 pages, 1265 KB

Open AccessArticle

The Mediating Role of Emotional Intelligence in the Relationship Between Parental Overprotection and Offspring’s Physical Health in Adulthood

by Huanhua Lu, Yawen Zhao, Zaina Jianaer and Ruihan Chen

J. Intell. 2026, 14(1), 1; https://doi.org/10.3390/jintelligence14010001 - 22 Dec 2025

Cited by 3 | Viewed by 2059

Abstract

Parental overprotection before adulthood can have enduring consequences for offspring, yet the mechanisms underlying its association with adult physical health are not fully understood. This study proposes trait emotional intelligence (trait-EI) as a pivotal mediating factor in this relationship. A sample of 459 [...] Read more.

Parental overprotection before adulthood can have enduring consequences for offspring, yet the mechanisms underlying its association with adult physical health are not fully understood. This study proposes trait emotional intelligence (trait-EI) as a pivotal mediating factor in this relationship. A sample of 459 university students (mean age = 22.42 years, SD = 1.43; 50.3% female, 49.7% male) completed measures assessing their recalled parental overprotection, trait-EI and physical health. Results from regression and mediation analyses revealed that parental overprotection was significantly negatively associated with both overall trait-EI and physical health. Critically, trait-EI was found to be a significant mediator, indicating that overprotective parenting impedes the development of trait-EI, which in turn translates into poorer health outcomes. Further analysis of the facets of trait-EI demonstrated that the intrapersonal and stress management dimensions were unique contributors to physical health, whereas interpersonal and adaptability skills were not. What’s more, a moderated mediation analysis showed that gender significantly moderated the pathway from parental overprotection to trait-EI, with the negative effect of overprotection on trait-EI being substantially stronger for male than for female offspring. These findings underscore the role of trait-EI as a central psychological mechanism translating early parenting experiences into long-term physical health and point to the need for gender-sensitive approaches in preventive health interventions. Full article

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

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