Cognitive Abilities and School Achievement: Addressing Challenges Across Adolescence
Journal of Intelligence,
Год журнала:
2025,
Номер
13(2), С. 21 - 21
Опубликована: Фев. 14, 2025
The
school
curriculum
is
increasingly
aligned
with
real-world
contexts
and
transversal
skills.
Simultaneously,
conceptions
of
intelligence
now
emphasize
contextual,
motivational,
emotional
dimensions.
These
shifts
raise
questions
about
the
relevance
classical
tests
in
predicting
academic
achievement,
particularly
during
adolescence,
a
time
major
curricular
developmental
changes.
Two
independent
samples
students,
sixth-ninth
grades
(n
=
1708)
tenth-twelfth
3007),
were
randomly
selected
from
public
schools
across
Portugal.
Cognitive
abilities
measured
by
"Bateria
de
Aptidões
Cognitivas"
(BAC-AB),
nine
subtests
combining
three
contents
(spatial,
verbal,
numerical)
cognitive
processes
(comprehension,
reasoning,
problem
solving).
School
achievement
considers
students'
Portuguese
Mathematics.
Subtest
scores
higher
advanced
grades,
early
adolescence.
correlations
between
suggested
that
alignment
test
item
content
subjects
more
influential
than
processes.
explained
larger
proportion
variance
basic
education
secondary
education.
Curricular
changes
may
reduce
reliance
on
for
though
remain
significant.
More
integrated
skills
are
emphasized
as
aims
to
prepare
students
understanding
complexity,
adapting
societal
changes,
applying
knowledge
respond
effectively
challenges
outside
school.
Язык: Английский
Critical Thinking and Metacognition: Pathways to Empathy and Psychological Well-Being
Journal of Intelligence,
Год журнала:
2025,
Номер
13(3), С. 34 - 34
Опубликована: Март 10, 2025
This
study
examines
the
relationships
between
critical
thinking,
metacognition,
psychological
well-being,
and
empathy
using
structural
equation
modeling.
The
sample
consists
of
155
university
students
from
a
higher
education
institution
in
Spain,
who
completed
PENCRISAL,
metacognitive
abilities
inventory,
Ryff
well-being
scale,
quotient,
which
assess
these
constructs.
results
indicate
that
thinking
has
direct
positive
effect
on
which,
turn,
is
significantly
associated
with
levels
empathy.
These
findings
reinforce
essential
role
fostering
cognitive
self-regulation
socioemotional
competencies.
Furthermore,
this
provides
empirical
evidence
supporting
integration
into
educational
programs,
emphasizing
its
potential
to
enhance
reflective
emotional
awareness,
interpersonal
understanding.
Язык: Английский