Journal Description
Journal of Intelligence
Journal of Intelligence
is an international, peer-reviewed, open access journal on the study of human intelligence, published monthly online by MDPI.
- Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
- High Visibility: indexed within Scopus, SSCI (Web of Science), PubMed, PMC, PsycInfo, PSYNDEX, and other databases.
- Journal Rank: JCR - Q1 (Psychology, Multidisciplinary) / CiteScore - Q1 (Education)
- Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 33.9 days after submission; acceptance to publication is undertaken in 5.5 days (median values for papers published in this journal in the second half of 2025).
- Recognition of Reviewers: reviewers who provide timely, thorough peer-review reports receive vouchers entitling them to a discount on the APC of their next publication in any MDPI journal, in appreciation of the work done.
- Journal Cluster of Education and Psychology: Adolescents, Behavioral Sciences, Education Sciences, Journal of Intelligence, Psychology International and Youth.
Impact Factor:
3.4 (2024);
5-Year Impact Factor:
3.5 (2024)
Latest Articles
Spatial Cognition in the Field: A New Approach Using the Smartphone’s Compass Sensors and Navigation Apps
J. Intell. 2026, 14(1), 14; https://doi.org/10.3390/jintelligence14010014 - 9 Jan 2026
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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
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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.
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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
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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
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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.
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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
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
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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.
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(This article belongs to the Section Changes in Intelligence Across the Lifespan)
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The Concurrent and Longitudinal Contributions of Linguistic and Cognitive Skills to L2 Writing Quality
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Aiping Zhao, Fangzhu Chen and Xiang Li
J. Intell. 2026, 14(1), 11; https://doi.org/10.3390/jintelligence14010011 - 6 Jan 2026
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
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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.
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Open AccessArticle
Teaching Experience Correlates with Enhanced Social Cognition in Preschool Teachers
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Daniela Molina-Mateo, Ivo Leiva-Cisterna and Paulo Barraza
J. Intell. 2026, 14(1), 10; https://doi.org/10.3390/jintelligence14010010 - 6 Jan 2026
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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
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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.
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(This article belongs to the Special Issue Social Cognition and Emotions)
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Detection of High Abilities: An Empirically Evidenced Alternative to Biased Detection
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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
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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
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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.
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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
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Yunze Li and Damian Patrick Birney
J. Intell. 2026, 14(1), 8; https://doi.org/10.3390/jintelligence14010008 - 5 Jan 2026
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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
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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.
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(This article belongs to the Special Issue Intelligence Testing and Assessment)
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Exploring the Impacts of Meaning in Life, Character Strengths, and Social Connectedness on Affect and Achievement in Gifted Students
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Paul Shing-fong Chan, Mantak Yuen and Jiahong Zhang
J. Intell. 2026, 14(1), 7; https://doi.org/10.3390/jintelligence14010007 - 4 Jan 2026
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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,
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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.
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(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)
Open AccessArticle
Macro- and Micro-Level Behavioral Patterns in Simulation-Based Scientific Inquiry: Linking Processes to Performance Among Elementary Students
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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
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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
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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.
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Open AccessArticle
Association Between Weekly Moderate-to-Vigorous Physical Activity and Emotional Intelligence Factors in Spanish Adolescents: Perspectives for Digital and Gamified Interventions
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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
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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
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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.
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(This article belongs to the Special Issue The Development of Children’s Emotional Intelligence: Digital Games, Technologies and Practical Applications)
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Evaluating Early Precursors of Academic Skills: Preliminary Validation of a Touchscreen-Based Digital Assessment in Preschoolers
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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
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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
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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.
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Open AccessArticle
Understanding Love in the L1 and the Additional Language: Evidence from Semantic Fluency and Graph Analysis
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Maria Pilar Agustín Llach
J. Intell. 2026, 14(1), 3; https://doi.org/10.3390/jintelligence14010003 - 24 Dec 2025
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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
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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.
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(This article belongs to the Special Issue Social Cognition and Emotions)
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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
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Yanbin Guo and Guoxiu Tian
J. Intell. 2026, 14(1), 2; https://doi.org/10.3390/jintelligence14010002 - 22 Dec 2025
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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
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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.
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(This article belongs to the Section Studies on Cognitive Processes)
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Open AccessArticle
The Mediating Role of Emotional Intelligence in the Relationship Between Parental Overprotection and Offspring’s Physical Health in Adulthood
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Huanhua Lu, Yawen Zhao, Zaina Jianaer and Ruihan Chen
J. Intell. 2026, 14(1), 1; https://doi.org/10.3390/jintelligence14010001 - 22 Dec 2025
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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
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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.
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(This article belongs to the Section Social and Emotional Intelligence)
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Open AccessArticle
Determinants of Trust: Evidence from Elementary School Classrooms
by
Roberto Araya and Pablo González-Vicente
J. Intell. 2025, 13(12), 165; https://doi.org/10.3390/jintelligence13120165 - 15 Dec 2025
Abstract
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 developing trust in others, which serves as the necessary foundation
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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 developing trust in others, which serves as the necessary foundation for functioning in our increasingly impersonal contemporary society. Although extensive research has been conducted on trust in adults, empirical evidence for children remains limited. Quantifying the extent to which trust exists in young children, whether it differs from trust in adults, and how it changes with age, gender, and various psychological and school culture factors is essential for understanding how educational environments can foster its development. In this article, we analyze trust among almost 3000 fourth-grade children from 135 schools, measured based on behaviors exhibited during a Public Goods Game. The results align with other studies, showing that trust is substantially higher towards the in-group (classmates) than the out-group. A notable gender effect was observed, with boys exhibiting significantly higher levels of trust than girls. Trust was also higher in municipal schools compared to state-subsidized private schools. Personality traits, measured via the Big Five model using the Pictorial Personality Traits Questionnaire for Children (PPTQ-C), also emerged as influential. Specifically, elevated levels of Agreeableness and Conscientiousness predicted increased trust in both in-groups and out-groups. Extraversion and Openness to Experience also played a role, although to a lesser extent.
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(This article belongs to the Special Issue Social Cognition and Emotions)
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Open AccessArticle
Early Childhood Education and Care Enhances Cognitive Performance in Later Adolescence Through Non-Cognitive Skills Development and Reduced Truancy
by
Ji Liu, Millicent Aziku and Dahman Tahri
J. Intell. 2025, 13(12), 164; https://doi.org/10.3390/jintelligence13120164 - 15 Dec 2025
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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 address this gap, the current study investigates how
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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 address this gap, the current study investigates how non-cognitive skills and truancy mediate the link between ECEC and cognitive performance among 15-year-old students (N = 550,818), leveraging the Programme for International Student Assessment (PISA) 2022 dataset. Findings indicate that ECEC directly and positively influences non-cognitive skills development and cognitive performance. Non-cognitive skills development is negatively associated with truancy and positively influences cognitive performance. An inverse relationship was found between truancy and cognitive performance. Analyzing this relationship based on gender, it was observed that female students benefited more from ECEC compared to their male counterparts. These results imply that the provision of ECEC may reap substantial social equity benefits.
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Open AccessArticle
Developmental Trajectories of Transcription and Oral Language Skills in Kindergarten Students: The Influence of Executive Functions and Home Literacy Practices
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Jennifer Balade, Cristina Rodríguez and Juan E. Jiménez
J. Intell. 2025, 13(12), 163; https://doi.org/10.3390/jintelligence13120163 - 13 Dec 2025
Abstract
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). Hierarchical linear modeling (HLM) analyses revealed
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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). Hierarchical linear modeling (HLM) analyses revealed significant growth in transcription skills, with both EF and independent home literacy practices positively influencing baseline transcription scores. The interaction between independent home literacy practices and formal literacy practices at home further enhanced transcription skill development. In contrast, oral language skills were not influenced by either HLP or EF. These results suggest that EF plays a more prominent role in transcription development than oral language skills in early childhood, especially in transparent orthographic systems. The findings highlight the importance of cognitive and environmental factors in early literacy development, suggesting implications for educational practices, particularly in fostering effective home literacy environments
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(This article belongs to the Special Issue Cognitive, Emotional, and Social Skills in Students)
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Open AccessSystematic Review
From Practice to Reflection: A Systematic Review of Mechanisms Driving Metacognition and SRL in Music
by
Yinghui Wang, Mengqi Zhang, Huasen Zhang, Xin Shan and Xiaofei Du
J. Intell. 2025, 13(12), 162; https://doi.org/10.3390/jintelligence13120162 - 9 Dec 2025
Abstract
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 causal testing and effect evaluation. To address this gap, this study
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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 causal testing and effect evaluation. To address this gap, this study followed PRISMA guidelines and conducted a systematic review of 31 studies (including seven for meta-analysis) to identify intervention types and mechanisms, and to quantify their overall effects and moderating factors. Results indicate the following: (1) the intervention ecology is grounded in structured learning support (SLS), frequently combined with strategy teaching (ST) or technology-enhanced interventions (TEI), with full integration concentrated at the university level. (2) The mechanisms operate primarily along four pathways: structure facilitates a “plan–practice–reflection” loop, strategy instruction makes tacit experience explicit, technological feedback provides a third-person perspective, and teacher support stabilizes motivation. (3) The meta-analysis revealed a significant positive medium effect overall. (4) Intervention structure moderated outcomes, though not as a single or stable determinant. (5) Effects followed a U-shaped pattern across educational stages, strongest in secondary school, followed by university, and weaker in preschool and primary. Future research should employ proximal, task-aligned measures, conduct parallel multi-indicator assessments within the same stage, and expand evidence for multi-mechanism integration in primary and secondary school contexts. Experimental designs manipulating levels of SLS are needed to test whether ST + TEI remain effective under low-structure conditions, thereby identifying the minimum structural threshold. Extending samples to informal and professional music learners would further enhance robustness and generalizability.
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(This article belongs to the Special Issue Metacognition and Self-Regulated Learning in Diverse Educational Contexts)
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Open AccessArticle
Reading and Writing Abilities in Students with Mild Nonspecific Intellectual Disability: A Multivariate Examination of Literacy and Cognitive Processing Abilities
by
Urszula Sajewicz-Radtke, Ariadna Beata Łada-Maśko, Paweł Jurek, Michał Olech and Bartosz Mikołaj Radtke
J. Intell. 2025, 13(12), 161; https://doi.org/10.3390/jintelligence13120161 - 8 Dec 2025
Abstract
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 investigated literacy development in this population, considering the cognitive–linguistic mechanisms. The Specialist Battery for the Diagnosis of
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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 investigated literacy development in this population, considering the cognitive–linguistic mechanisms. The Specialist Battery for the Diagnosis of Cognitive Abilities and School Skills was used to assess cognitive–linguistic abilities and literacy-related skills in 122 participants. Fuzzy C-means clustering was used to identify processing profiles. Developmental age equivalents in literacy were estimated using local regression models and matched comparisons with typically developing peers. Two cognitive–linguistic profiles emerged: globally weaker and moderately developed. Those with NSID performed significantly lower than their peers in all domains. Their literacy skills aligned with those of children 2–4 years younger, and plateaued after age 15. Cognitive–linguistic heterogeneity in students with NSID should guide targeted literacy interventions. The findings inform ICD-11 educational expectations for individuals with mild NSID.
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(This article belongs to the Special Issue Intelligence Testing and Its Role in Academic Achievement)
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Does Generative Artificial Intelligence Improve Students’ Higher-Order Thinking? A Meta-Analysis Based on 29 Experiments and Quasi-Experiments
by
Yan Zhao, Yuhe Yue, Zhonghua Sun, Qiang Jiang and Gangsheng Li
J. Intell. 2025, 13(12), 160; https://doi.org/10.3390/jintelligence13120160 - 5 Dec 2025
Abstract
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 remains an ongoing challenge. Current evidence regarding the impact of Gen-AI on HOT is relatively
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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 remains an ongoing challenge. Current evidence regarding the impact of Gen-AI on HOT is relatively fragmented, lacking systematic integration, particularly in the analysis of moderating variables. To address this gap, a meta-analysis approach was employed, integrating data from 29 experimental and quasi-experimental studies to quantitatively assess the overall impact of Gen-AI on learners’ HOT and to examine potential moderating factors. The analysis revealed that Gen-AI exerts a moderate positive effect on HOT, with the most significant improvement observed in problem-solving abilities, followed by critical thinking, while its effect on creativity is relatively limited. Moderation analyses further indicated that the impact of Gen-AI is significantly influenced by experimental duration and learners’ self-regulated learning (SRL) abilities: effects were strongest when interventions lasted 8–16 weeks, and learners with higher SRL capacities benefited more substantially. Based on the research findings, this study proposed that Gen-AI should be systematically integrated as a targeted instructional tool to foster HOT. Medium- to long-term interventions (8–16 weeks) are recommended to enhance learners’ problem-solving and critical thinking abilities. At the same time, effective approaches should also be explored to promote creative thinking through Gen-AI within existing pedagogical frameworks. Furthermore, individual learner differences should be accounted for by adopting dynamic and personalized scaffolding strategies to foster SRL, thereby maximizing the educational potential of Gen-AI in cultivating innovative talents.
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(This article belongs to the Special Issue Advances of AI in Talent Development: Synergies Between Creativity, Cognitive Intelligence, and Socio-Emotional Growth)
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