Journal of Intelligence

Previous studies suggested that people have stable conflict management styles which relate to their personality traits. However, recent research indicates that conflict management requires flexibility to switch between strategies and that this flexibility may relate to cognitive abilities. The interplay between stable preferences and a flexible performance in conflict management is a novel research avenue. We analyzed data from four studies (N = 1104) using a situational judgment test on emotional intelligence that presents conflict situations in the workplace. We tested whether preferences (selecting one’s typical behavior) mainly relate to personality traits and performance (selecting the ideal behavior) to cognitive abilities. We found that preferences akin to conflict management styles emerged between individuals; however, these preferences did not reflect tangible differences in personality traits. Considering performance, cognitive abilities were consistently conducive to solving conflicts, while the contribution of personality traits varied across situations, with the possibility that some traits may even hinder conflict resolution in some situations. We provide preliminary evidence on the contributions of both traits and abilities to conflict management, arguing that conflict management research needs to adopt a holistic view that combines both a person’s traits and abilities to explain their conflict behavior.

This study examined the relationships among shared leadership, organizational attractiveness, and organizational identification among teachers in Malatya, Türkiye. Using a relational design and structural equation modeling, the research explored how these variables interact. Data were collected via validated scales, revealing positive and significant associations among shared leadership, organizational attractiveness, and organizational identification. Shared leadership and organizational identification were found to significantly predict organizational attractiveness, explaining a substantial portion of its variance. The model demonstrated a good fit, supporting theoretical frameworks related to social identity and shared leadership. Findings highlight that participative leadership is positively associated with teachers’ perceptions of their organizations within a centralized education system. This study offers valuable implications for school leaders and policymakers seeking to enhance teacher engagement and organizational culture. Limitations include the study’s regional focus and cross-sectional design, underscoring the need for broader, longitudinal research to deepen understanding in diverse contexts.

To meet the growing demands for competency-based and personalized instruction in high school English reading, this study investigates a quantitative approach to modeling learning pathways and progressions. Traditional assessments often fail to capture students’ fine-grained cognitive differences and provide limited guidance for individualized teaching. Based on cognitive diagnostic theory, this study analyzes large-scale empirical data to construct a progression framework reflecting both the sequencing of cognitive skill development and the hierarchical structure of reading abilities. A Q-matrix was calibrated through expert consensus. A hybrid cognitive diagnostic model was used to infer students’ knowledge states, followed by cluster analysis and item response theory to define progression levels, which were mapped to national curriculum standards. The findings reveal that students’ mastery of cognitive attributes follows a stepwise developmental pattern, with dominant learning trajectories. The constructed learning progression aligns well with curriculum-based academic quality levels, while uncovering potential misalignments in the positioning of some skill levels. Students with identical scores also showed significant variation in cognitive structures. The proposed model provides a data-informed foundation for adaptive instruction and offers new tools for personalized learning in English reading comprehension.