Journal of Intelligence

24 pages, 865 KB

Open AccessArticle

Teachers’ Self-Efficacy in Dyscalculia: Development and Psychometric Validation of a New Scale

by Gülçin Oflaz, Kübra Polat, Yılmaz Mutlu and Zekeriya Çam

J. Intell. 2026, 14(3), 50; https://doi.org/10.3390/jintelligence14030050 - 18 Mar 2026

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The aim of this study is to develop a valid and reliable scale for measuring the self-efficacy of primary school and mathematics teachers regarding dyscalculia. Grounded in Bandura’s Social Cognitive Theory, the study followed established scale development procedures. In the initial phase, a [...] Read more.

The aim of this study is to develop a valid and reliable scale for measuring the self-efficacy of primary school and mathematics teachers regarding dyscalculia. Grounded in Bandura’s Social Cognitive Theory, the study followed established scale development procedures. In the initial phase, a pool of 42 items was generated to assess teachers’ self-efficacy regarding dyscalculia. The items were reviewed by a panel of seven experts in the fields of psychometrics, mathematics education, special education, and psychology to ensure content validity. Based on expert evaluations, four items were removed due to overly technical phrasing that could lead to misinterpretation, reducing the pool to 38 items. Subsequently, Exploratory Factor Analysis (EFA) conducted with 273 teachers indicated that four additional items exhibited inadequate factor loadings or problematic cross-loadings; these items were also excluded. The resulting Dyscalculia Self-Efficacy Scale (DSES) comprises 34 items organized into four factors: “Dyscalculia Symptoms”, “Providing Psychological Support to Children with Dyscalculia”, “Diagnosing Dyscalculia”, “Providing Support in the Teaching Process”. Confirmatory Factor Analysis conducted with a separate sample of 242 teachers yielded strong model fit indices, supporting the construct validity of the scale. The overall scale demonstrated high internal consistency (Cronbach’s α = 0.980, McDonald’s ω = 0.980). Correlation analyses with established instruments provided evidence of convergent and discriminant validity. The findings indicate that the DSES is a valid and reliable instrument for assessing teachers’ self-efficacy regarding dyscalculia. Full article

24 pages, 996 KB

Open AccessArticle

Predictors of Psychological Well-Being Among Pre-Service Teachers: Emotional Intelligence and Occupational Anxiety

by Ümit İzgi Onbaşılı

J. Intell. 2026, 14(3), 49; https://doi.org/10.3390/jintelligence14030049 - 17 Mar 2026

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Abstract

This study examined psychological well-being as the outcome and its associations with emotional intelligence and occupational anxiety in a sample of pre-service teachers (n = 360) from 74 universities in Türkiye. Participants completed the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), the Ryff [...] Read more.

This study examined psychological well-being as the outcome and its associations with emotional intelligence and occupational anxiety in a sample of pre-service teachers (n = 360) from 74 universities in Türkiye. Participants completed the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), the Ryff Psychological Well-Being Scale (PWBS), and the Occupational Anxiety Scale (OAS). After descriptive statistics and Pearson correlations, multiple linear regression was conducted; incremental validity was examined with a two-block hierarchical model. Emotional intelligence was positively associated with psychological well-being, whereas occupational anxiety showed a negative association. In the regression model, emotional intelligence (Beta = 0.66) and occupational anxiety (Beta = −0.28) jointly explained 71% of the variance in psychological well-being (R = 0.84, R² = 0.71, F(2, 357) = 426.18, p < 0.001). Mediation analysis (PROCESS Model 4, 5000 bootstrap resamples) further supported an indirect association whereby higher emotional intelligence was related to lower occupational anxiety, which in turn was related to higher psychological well-being, while the direct association remained significant. These findings suggest that strengthening socio-emotional competencies and integrating anxiety regulation strategies within teacher education may support well-being outcomes. The principal limitations are the cross-sectional design and reliance on self-report measures, so inferences are correlational rather than causal. Future research should include longitudinal or quasi-experimental evaluations of interventions targeting emotional intelligence and anxiety regulation, using multi-method measurement and tests of moderation and multilevel models. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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22 pages, 2382 KB

Open AccessArticle

The Moderating Role of Intelligence and Prior Knowledge for the Effectiveness of a Computer-Based Mathematics Intervention in Students with Low Mathematics Performance

by Moritz Herzog, Michael Grosche, Gunnar Bruns and Gino Casale

J. Intell. 2026, 14(3), 48; https://doi.org/10.3390/jintelligence14030048 - 13 Mar 2026

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Abstract

The moderation of intervention effects by intelligence and prior knowledge deserves further investigation, because they inform how to design and implement interventions. This study analyzed the moderation of the effectiveness of a computer-based mathematics intervention in 10 primary school students with low mathematics [...] Read more.

The moderation of intervention effects by intelligence and prior knowledge deserves further investigation, because they inform how to design and implement interventions. This study analyzed the moderation of the effectiveness of a computer-based mathematics intervention in 10 primary school students with low mathematics performance and low-to-average intelligence in an ABAB-single-case research design. Prior knowledge and intelligence were assessed before the intervention. The computer-based intervention trained basic numerical skills. Visual inspection of the learning trajectories revealed a broad heterogeneity of effectiveness of the intervention. A hierarchical piecewise regression analysis across all students revealed a significant negative moderation of the intervention effectiveness through intelligence. Whereas prior knowledge did not have a moderating influence, children with higher intelligence showed slower learning rates during the intervention in this specific low-performing sample. One reason for the negative moderation of the intervention effects could be that the intervention trained strategies and skills that more intelligent students had already developed. Full article

(This article belongs to the Special Issue Math Development and Cognitive Skills)

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15 pages, 1261 KB

Open AccessArticle

The Cognitive Mechanisms of the Positivity Reactivity Effect on Word Recognition Memory

by Baike Li and Chunliang Yang

J. Intell. 2026, 14(3), 47; https://doi.org/10.3390/jintelligence14030047 - 11 Mar 2026

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Abstract

JOLs are widely used to measure metacognitive monitoring, yet their elicitation can reactively enhance memory—a phenomenon known as the positive reactivity effect. The enhanced engagement theory posits that JOLs improve memory by increasing attentional and cognitive engagement during encoding, but direct experimental evidence [...] Read more.

JOLs are widely used to measure metacognitive monitoring, yet their elicitation can reactively enhance memory—a phenomenon known as the positive reactivity effect. The enhanced engagement theory posits that JOLs improve memory by increasing attentional and cognitive engagement during encoding, but direct experimental evidence remains scarce. Across three experiments, we directly manipulated key components of learning engagement—attentional focus (via silent vs. aloud production), cognitive effort (via massed vs. spaced repetition), and motivational involvement (via standard vs. time-saving instructions)—while assessing their impact on the JOL reactivity effect in word recognition memory. Results consistently demonstrated robust positive reactivity effects, critically, the magnitude of these effects was significantly attenuated under high-engagement conditions (aloud reading, spaced learning, and heightened motivation). These converging findings provide the first direct, multi-method experimental support for the enhanced engagement theory, specifying that making JOLs benefit memory most when baseline engagement is low. The results delineate boundary conditions under which making JOLs yield beneficial effects and provide practical insights into leveraging JOLs to regulate engagement in real-world learning environments. Full article

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23 pages, 1087 KB

Open AccessArticle

Dark Emotions Are Not Always Bad: The Role of Emotions and Professional Training in Predicting Patterns of Engagement and Burnout Among Preschool Teachers

by Chaoyi Wang, Dong Yang, Jiangbo Hu and Zhenyu Cai

J. Intell. 2026, 14(3), 46; https://doi.org/10.3390/jintelligence14030046 - 11 Mar 2026

Viewed by 445

Abstract

The engagement and burnout profiles of preschool teachers are closely linked to young children’s developmental outcomes. This study investigated engagement and burnout profiles among 529 Chinese preschool teachers in relation to their emotional states, varying experiences, and professional backgrounds. The sample predominantly consisted [...] Read more.

The engagement and burnout profiles of preschool teachers are closely linked to young children’s developmental outcomes. This study investigated engagement and burnout profiles among 529 Chinese preschool teachers in relation to their emotional states, varying experiences, and professional backgrounds. The sample predominantly consisted of early-career educators, with 47.8% aged between 21 and 30 years and 33.1% having 0–5 years of work experience. Using a quantitative cross-sectional design and latent profile analysis (LPA), this study identified four distinct profiles: slightly exhausted (48.58%), moderately burned out (18.53%), engaged (25.90%), and highly burned out (6.99%). Positive emotional states, such as enjoyment, were associated with higher work engagement, while anxiety was associated with a higher probability of belonging to burnout profiles. In contrast, perceived career success and negative emotions like anger did not significantly predict work engagement and burnout profiles. Teachers with extensive teaching experience and pre-service early childhood education (ECE) training were more likely to maintain high work engagement. This study highlights the critical role of emotional states and professional ECE training in promoting preschool teachers’ work engagement and sustainable practice, particularly among early-career teachers. Full article

(This article belongs to the Special Issue Emotions, Well-Being and Intelligence: Assessment, Interventions and Professional Development)

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13 pages, 1101 KB

Open AccessArticle

Beyond IQ: Systemic Resources in STEM Achievement

by Albert Ziegler, Sonja Bayer and Heidrun Stoeger

J. Intell. 2026, 14(3), 45; https://doi.org/10.3390/jintelligence14030045 - 11 Mar 2026

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Abstract

There is a growing consensus that we must look beyond IQ to understand the mechanisms of talent development. Grounded in the Actiotope Model of Giftedness, this study adopts a resource-based approach and examines the incremental and interactive contributions of educational and learning capital [...] Read more.

There is a growing consensus that we must look beyond IQ to understand the mechanisms of talent development. Grounded in the Actiotope Model of Giftedness, this study adopts a resource-based approach and examines the incremental and interactive contributions of educational and learning capital to STEM achievement beyond IQ. Data were collected from 318 German secondary school students (grades 6–10; M_age = 12.08; 50.3% male) using domain-specific measures of educational and learning capital, a nonverbal matrix intelligence test, and STEM grades. Robust regression and mediation analyses showed that learning capital significantly predicted STEM achievement beyond general intelligence, whereas educational capital exerted no direct effect. Instead, the relationship between educational capital and achievement was fully mediated by learning capital. Moreover, the interaction term of educational and learning capital predicted achievement. A further interaction indicated that the positive effect of learning capital on STEM achievement was stronger for students with higher intelligence, consistent with an intelligence utilization (Matthew) effect. These findings support a systemic interpretation of achievement in which intelligence reflects prior resource utilization and functions as a catalyst, while current learning resources constitute the proximal determinants of STEM performance. 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)

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15 pages, 1015 KB

Open AccessArticle

The Contribution of Executive Functions to Academic Achievement in Gifted Children: A Cross-Sectional Study

by Tindara Caprì, Giada Benedetta Catalano and Rosa Angela Fabio

J. Intell. 2026, 14(3), 44; https://doi.org/10.3390/jintelligence14030044 - 9 Mar 2026

Viewed by 643

Abstract

Growing evidence indicates that executive functions, metacognition, and reading comprehension are crucial for academic success; however, their contribution to academic achievement in gifted children remains insufficiently understood. The main aim of this study was to compare planning processes and metacognitive abilities among gifted [...] Read more.

Growing evidence indicates that executive functions, metacognition, and reading comprehension are crucial for academic success; however, their contribution to academic achievement in gifted children remains insufficiently understood. The main aim of this study was to compare planning processes and metacognitive abilities among gifted children with high academic achievement, gifted children with low academic achievement, and typically developing children with high academic achievement. A secondary aim was to examine reading comprehension in gifted children compared to typically developing peers. Seventy-three children (34 males, 39 females), aged between 8 and 11 years (M = 9.5, SD = 0.91), were divided into three groups: gifted children with high academic achievement, gifted children with low academic achievement, and typically developing children. Participants completed the Tower of London task, the MT Reading Comprehension Test, and the Me and My Mind metacognition questionnaire. Results showed that both groups of gifted children performed significantly better than typically developing peers in planning efficiency and reading comprehension. No significant differences emerged between high- and low-achieving gifted children in planning, reading comprehension, or metacognition. Overall, the findings suggest that planning abilities and reading comprehension represent cognitive strengths that distinguish gifted children from typically developing high achievers, whereas differences in academic achievement within the gifted population may be more closely related to metacognitive regulation and other non-cognitive factors rather than to planning or reading comprehension alone. Full article

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18 pages, 5715 KB

Open AccessArticle

An Underestimation Bias in the Numerical Perception of Rewarding Stimuli: An ERP Study

by Xingyuan Xue and Yuan Yao

J. Intell. 2026, 14(3), 43; https://doi.org/10.3390/jintelligence14030043 - 5 Mar 2026

Viewed by 496

Abstract

Number sense, the ability to rapidly perceive, estimate, and understand relationships between quantities, constitutes a fundamental basis for mathematical cognition. However, the extent to which it is modulated by top-down regulatory processes remains poorly understood. Rewards inherently carry quantitative attributes of abundance and [...] Read more.

Number sense, the ability to rapidly perceive, estimate, and understand relationships between quantities, constitutes a fundamental basis for mathematical cognition. However, the extent to which it is modulated by top-down regulatory processes remains poorly understood. Rewards inherently carry quantitative attributes of abundance and scarcity, and prospect theory further suggests that individuals tend to underestimate rewards and overestimate punishments of equal magnitude, implying that the perception of reward quantities may be systematically biased. To address this issue, the present study employed EEG to examine how reward-related properties of stimuli modulate number sense, using socially relevant reward stimuli as experimental materials. Behavioral results demonstrated that rewarding stimuli were underestimated compared to neutral and punishing stimuli, while punishing stimuli were overestimated relative to neutral stimuli. EEG analyses revealed that at number-sensitive electrodes (PO7, PO8, Oz), the C1 component was sensitive to reward properties; the N1 component at PO7 was specifically sensitive to punishment; and in the P2p time window, neutral stimuli elicited the largest amplitudes, suggesting inhibitory processing of reward-related attributes during quantity perception. Together, these findings indicate that reward-based modulation of number sense occurs unconsciously and follows a dynamic temporal profile. Full article

(This article belongs to the Special Issue Math Development and Cognitive Skills)

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19 pages, 1064 KB

Open AccessArticle

Metacognitive Monitoring in Reading Comprehension: Examining the Role of Cognitive Flexibility, Vocabulary, and Fluency in Young Readers

by Vered Markovich, Shoshi Dorfberger, Vered Halamish, Tami Katzir, Dana Tal and Rotem Yinon

J. Intell. 2026, 14(3), 42; https://doi.org/10.3390/jintelligence14030042 - 5 Mar 2026

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Abstract

This study examined associations between vocabulary knowledge, reading fluency, cognitive flexibility, and metacognitive monitoring accuracy in reading comprehension among fifth-grade students. Participants (N = 104) completed measures of cognitive–linguistic abilities and reading comprehension, with global metacomprehension judgments after reading and item-level confidence ratings. [...] Read more.

This study examined associations between vocabulary knowledge, reading fluency, cognitive flexibility, and metacognitive monitoring accuracy in reading comprehension among fifth-grade students. Participants (N = 104) completed measures of cognitive–linguistic abilities and reading comprehension, with global metacomprehension judgments after reading and item-level confidence ratings. Metacognitive monitoring accuracy was assessed using calibration of global metacomprehension judgments and item-level confidence ratings. Calibration bias (confidence minus performance) indexed miscalibration direction, and its absolute value indexed calibration accuracy. Resolution reflected discrimination between correct and incorrect item-level responses. Structural equation modeling (SEM) was used exploratorily to examine theoretically motivated direct and indirect pathways via reading comprehension. Vocabulary knowledge showed the strongest associations with calibration accuracy and resolution, fully mediated by comprehension. Reading fluency showed a dual pattern: it contributed positively to resolution through comprehension, while also showing direct associations with lower calibration accuracy, indicating greater miscalibration and overconfident judgment tendencies among more fluent readers. Cognitive flexibility was not significantly related to any monitoring index. By jointly examining distinct indices of monitoring accuracy and separating comprehension-mediated from direct pathways, the study clarifies how cognitive–linguistic abilities may support or bias metacognitive monitoring in developing readers. Linguistic abilities, particularly vocabulary and fluency were central to students’ comprehension monitoring accuracy. Full article

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

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29 pages, 4398 KB

Open AccessArticle

Semantic Memory Structure and Self-Evaluation of Creativity: Evidence Across Tasks and Dimensions

by Amit Skurnik and Yoed N. Kenett

J. Intell. 2026, 14(3), 41; https://doi.org/10.3390/jintelligence14030041 - 4 Mar 2026

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Abstract

Creativity involves generating ideas that are both original and useful, relying on intertwined cognitive and metacognitive processes. We examined how individual differences in semantic memory structure and ideation fluency predict creative performance and self-evaluations across two studies. In Study 1, participants completed a [...] Read more.

Creativity involves generating ideas that are both original and useful, relying on intertwined cognitive and metacognitive processes. We examined how individual differences in semantic memory structure and ideation fluency predict creative performance and self-evaluations across two studies. In Study 1, participants completed a creative problem-solving (CPS) task, with semantic memory networks estimated from a relatedness judgment task. Creative output was assessed for originality and usefulness, alongside participants’ self-evaluations. In Study 2, a within-subjects design compared participants’ output and self-evaluation of their performance in a divergent thinking task (alternative uses task) and CPS. Results revealed that ideation fluency and semantic memory network integration consistently predicted originality across tasks. In contrast, usefulness was less reliably predicted, showing task-specific associations with semantic memory network properties primarily in CPS. Importantly, self-evaluations often diverged from objective outcomes, reflecting metacognitive biases shaped by heuristic cues. These findings highlight both stable and context-sensitive mechanisms in creative performance and self-evaluation. Full article

(This article belongs to the Special Issue Metacognition of Insight and Creative Cognition)

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28 pages, 6904 KB

Open AccessArticle

The Priming Effect of Auxiliary Line Construction on Mathematical Creative Thinking: An fNIRS Study

by Chunli Zhang, Kai An, Jiacheng Li, Qinchen Yang, Meihui Song and Li Wang

J. Intell. 2026, 14(3), 40; https://doi.org/10.3390/jintelligence14030040 - 3 Mar 2026

Viewed by 555

Abstract

Auxiliary line construction has been identified as a crucial approach to fostering mathematical creative thinking. However, existing studies have only focused on the correlations between auxiliary line construction tasks and mathematical creative thinking, without investigating whether engaging in auxiliary line construction can improve [...] Read more.

Auxiliary line construction has been identified as a crucial approach to fostering mathematical creative thinking. However, existing studies have only focused on the correlations between auxiliary line construction tasks and mathematical creative thinking, without investigating whether engaging in auxiliary line construction can improve mathematical creativity. As a well-established research paradigm, cognitive priming can elicit changes in thinking within a short period. Based on this idea, the present study adopted the cognitive priming paradigm combined with functional near-infrared spectroscopy (fNIRS) technology, and randomly assigned 42 Chinese college students to an auxiliary line group or a control group. The students’ brain activity was monitored in real time during the priming phase (the auxiliary line group completed geometric problems requiring auxiliary line construction, while the control group finished proof problems with pre-set auxiliary lines) and the post-test phase (both groups completed a mathematical creative thinking test). The behavioral results showed that the auxiliary line group achieved significantly higher scores in fluency and originality of mathematical creative thinking than the control group in the post-test phase. The fNIRS data revealed that during the priming phase, the auxiliary line group exhibited stronger activation of the right superior frontal gyrus and higher variability in dynamic functional connectivity; meanwhile, in the post-test phase, the right superior frontal gyrus and right middle frontal gyrus maintained robust neural activation, and brain functional connectivity exhibited a lower clustering coefficient and attenuated small-world network properties. This study confirms that short-term engagement in auxiliary line construction exerts a priming effect on the fluency and originality of mathematical creative thinking, which may be associated with the enhanced activation of specific brain regions and the dynamic adjustment of brain functional connectivity. These findings provide theoretical and empirical evidence for the cultivation of mathematical creative thinking. Full article

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

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20 pages, 1205 KB

Open AccessArticle

Are Mathematical and Musical Abilities Related Beyond Intelligence?

by Michaela A. Meier, Lara Spitzley, Serra Ulusoy, Alexandra Hubmann, Rylie DelaCruz, Roland H. Grabner and Daniel Müllensiefen

J. Intell. 2026, 14(3), 39; https://doi.org/10.3390/jintelligence14030039 - 2 Mar 2026

Viewed by 743

Abstract

Numerous studies have aimed to improve mathematical achievement via musical interventions because it is argued that music and mathematics draw on related representations and similar skills. However, findings on their effectiveness are inconclusive. This might be because studies neglect to investigate the cognitive [...] Read more.

Numerous studies have aimed to improve mathematical achievement via musical interventions because it is argued that music and mathematics draw on related representations and similar skills. However, findings on their effectiveness are inconclusive. This might be because studies neglect to investigate the cognitive mechanisms that might link musical and mathematical abilities. Therefore, this study aimed to systematically investigate the relationships between facets of musical and mathematical ability while taking into account intelligence as a possible explanation for this link. Among 170 young adults with backgrounds in mathematics and/or music, as well as control subjects, we measured mathematical abilities using basic numerical abilities, arithmetic fluency, and higher mathematical competencies. Musical abilities were assessed using beat alignment, mistuning perception, and melodic discrimination. Intelligence was assessed using a verbal, figural, and numerical scale of an intelligence test. Using a latent variable model, we found a moderate to strong positive association between mathematical and musical abilities. However, after including intelligence as a predictor for both mathematical and musical abilities in our model, the relationship between mathematics and music became nonsignificant. These results imply that intelligence accounts for a substantial proportion of the association between mathematical and musical abilities. Full article

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14 pages, 820 KB

Open AccessArticle

The Impact of Math Attitudes and Gender in Future School Choice: A Longitudinal Study Among Italian Students

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

J. Intell. 2026, 14(3), 38; https://doi.org/10.3390/jintelligence14030038 - 2 Mar 2026

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Abstract

Previous research indicates that cognitive and affective-motivational factors, along with gender, influence students’ educational choices, especially regarding STEM tracks. However, few longitudinal studies have examined these factors during middle school, a critical stage in shaping future academic trajectories. This study investigated the longitudinal [...] Read more.

Previous research indicates that cognitive and affective-motivational factors, along with gender, influence students’ educational choices, especially regarding STEM tracks. However, few longitudinal studies have examined these factors during middle school, a critical stage in shaping future academic trajectories. This study investigated the longitudinal contribution of gender, cognitive abilities, and affective-motivational factors, such as self-concept, math interest, and math anxiety, in predicting students’ school choice between STEM and non-STEM tracks at the end of middle school. Data were collected from 159 Italian students, followed from seventh to eighth grade. Findings indicated that gender and positive attitudes toward math were strongly associated with STEM school choice. Boys were more likely than girls to choose STEM tracks (b = 5.048). Higher levels of math self-concept (b = 4.848) and interest (b = 0.887) significantly predicted the likelihood of choosing a STEM school. These results highlight how gender and affective-motivational factors shape educational pathways during adolescence. Full article

15 pages, 974 KB

Open AccessArticle

Trait Emotional Intelligence Questionnaire—Short Form (TEIQue-SF): A Lithuanian Validation with Preschool Teachers

by Eisvina Burbaite, Ilona Tilindiene and Saulius Sukys

J. Intell. 2026, 14(3), 37; https://doi.org/10.3390/jintelligence14030037 - 2 Mar 2026

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Abstract

Background. The present study aimed to examine the psychometric properties of the Lithuanian adaptation of the TEIQue-SF. Methods. The analyses were performed using a sample of 199 preschool teachers (100% women; mean age = 46.70, SD = 11.70 years, age range = 21–69 [...] Read more.

Background. The present study aimed to examine the psychometric properties of the Lithuanian adaptation of the TEIQue-SF. Methods. The analyses were performed using a sample of 199 preschool teachers (100% women; mean age = 46.70, SD = 11.70 years, age range = 21–69 years) from across Lithuania. The Teacher Subjective Wellbeing Questionnaire was also administered as an external validation measure. The reliability of the TEIQue-SF was assessed by Cronbach’s α and McDonald’s ω. Finally, we examined the relationship between sociodemographic characteristics and global trait emotional intelligence. Results. Confirmatory factor analysis of the Lithuanian TEIQue-SF supported the one-factor structure of trait emotional intelligence (CFI = 0.99, TLI = 0.98, IFI = 0.99, RMSEA = 0.04, SRMR = 0.02). Good internal consistency was observed for global trait emotional intelligence (α = 0.85, ω = 0.84). Global trait emotional intelligence was significantly and positively associated with the teacher general well-being (β = 0.28), school connectedness (β = 0.26), and teaching efficacy (β = 0.28). Age was the only sociodemographic indicator positively related to global trait EI (β = 0.26). Conclusions. Our research showed that the Lithuanian version of the TEIQue-SF is a valid and reliable instrument to measure trait emotional intelligence and can be recommended for research and practical use. Full article

(This article belongs to the Topic Personality, Emotions, and Emotional Intelligence Assessments: New Applications and Instruments)

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12 pages, 807 KB

Open AccessArticle

Quantile Regression of Cognitive Ability and Achievement Inequality Before and After the Pandemic in One State

by Al Mansor Helal and Jonathan Wai

J. Intell. 2026, 14(3), 36; https://doi.org/10.3390/jintelligence14030036 - 2 Mar 2026

Viewed by 457

Abstract

This study draws from two cohorts of students (total N = 10,508) to examine cognitive ability and achievement inequality around the COVID-19 pandemic. Before and after the pandemic, two groups of Arkansas students were given both the Cognitive Abilities Test (CogAT), which is [...] Read more.

This study draws from two cohorts of students (total N = 10,508) to examine cognitive ability and achievement inequality around the COVID-19 pandemic. Before and after the pandemic, two groups of Arkansas students were given both the Cognitive Abilities Test (CogAT), which is considered more of an ability or reasoning measure, and the ACT-Aspire, which is considered more of an achievement measure. We use a quantile regression framework to examine possible distributional impacts of the COVID-19 pandemic. Results demonstrate that the cognitive ability and/or achievement gaps did not widen after the pandemic, instead they stayed stable or narrowed moderately across groups. Results also indicate that cognitive ability was a significant and consistent predictor of achievement before COVID-19, but the strength of this relationship attenuated noticeably after the pandemic. This work helps add to the literature on COVID learning changes (large losses for many students), drawing from a large database of students in one state. Full article

(This article belongs to the Special Issue Intelligence Testing and Its Role in Academic Achievement)

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26 pages, 1909 KB

Open AccessArticle

Decision Dynamics in Early Numerical Estimation: Evidence from the Dual-NLET and Drift Diffusion Modeling

by Maybí Morell-Ruiz, Eva-Maria Ternblad, Betty Tärning, Sonja Holmer, Magnus Haake and Agneta Gulz

J. Intell. 2026, 14(3), 35; https://doi.org/10.3390/jintelligence14030035 - 25 Feb 2026

Viewed by 422

Abstract

The present study examined the cognitive mechanisms underlying decision-making in number-line estimation in 26 preschoolers through the lens of the evidence-accumulation paradigm. Children completed a traditional Number Line Estimation Task (NLET) and the Numeracy Screener test, which assessed symbolic and nonsymbolic abilities. They [...] Read more.

The present study examined the cognitive mechanisms underlying decision-making in number-line estimation in 26 preschoolers through the lens of the evidence-accumulation paradigm. Children completed a traditional Number Line Estimation Task (NLET) and the Numeracy Screener test, which assessed symbolic and nonsymbolic abilities. They also completed a novel two-alternative forced-choice version of the Number Line Estimation Task (dual-NLET), which is introduced in this study as a tool for investigating decision-making processes in number-line estimation by enabling two-choice diffusion modeling. Results showed that accuracy in the traditional NLET correlated with both accuracy and decision efficiency in the dual task. Moreover, symbolic and nonsymbolic numerical abilities were differentially associated with distinct decision-making aspects: symbolic skills correlated with decision efficiency, while nonsymbolic skills correlated with decision threshold. These findings provide new insights into the roles of symbolic and nonsymbolic numerical systems in number-line decision-making and support the utility of the evidence-accumulation approach in developmental numerical cognition research. Full article

(This article belongs to the Special Issue Math Development and Cognitive Skills)

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24 pages, 2113 KB

Open AccessSystematic Review

Gifted but Misunderstood? An Interpretive Systematic Review of Gifted Education Policy, Practice, and Socio-Emotional Experience in England

by Simge Karakaş Mısır and Michael Thomas

J. Intell. 2026, 14(3), 34; https://doi.org/10.3390/jintelligence14030034 - 24 Feb 2026

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Abstract

This systematic review analyses the evolution of gifted education in England between 2010 and 2025. The year 2010 serves as a critical turning point, characterized by the withdrawal of the national Gifted and Talented (G&T) policy and the subsequent delegation of identification and [...] Read more.

This systematic review analyses the evolution of gifted education in England between 2010 and 2025. The year 2010 serves as a critical turning point, characterized by the withdrawal of the national Gifted and Talented (G&T) policy and the subsequent delegation of identification and provision responsibilities to schools. This change created a gap in the literature due to a lack of focused research examining the challenges and deficiencies that emerged following this policy shift. This study is original in that it is the first to bridge existing implementation gaps and provide a robust evidence base for future educational policies. The review focuses on policy frameworks, identification models, and socio-emotional outcomes. Following the PRISMA guidelines, fifteen peer-reviewed studies retrieved from Web of Science, Scopus, and Google Scholar were examined through thematic synthesis. Findings indicate a persistent gap between policy rhetoric and classroom practice. Identification processes remain heavily reliant on standardized testing and teacher judgment, often neglecting creativity, diversity, and contextual factors. Fragmented teacher training limits the ability to effectively support gifted learners, particularly those from disadvantaged or twice exceptional (2e) backgrounds. Socio-emotional outcomes reveal that academic success does not guarantee emotional well-being, highlighting the prevalence of perfectionism and stigmatization. These findings underscore the need for teachers and teacher educators to strengthen pre- and in-service training, so they can better recognize diverse forms of giftedness and support students’ socio-emotional needs through more equitable and research-informed practices. Full article

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