Journal of Intelligence最新文献_第3页

Attentional Impairments and Neural Compensation in Adolescents with High Social Anxiety Traits: A Combined ERP and Functional Connectivity Study. 高社交焦虑特质青少年的注意损害与神经代偿：ERP与功能连通性的联合研究。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2026-03-25 DOI: 10.3390/jintelligence14040051

Wenqing Lin, Xinmei Deng

{"title":"Attentional Impairments and Neural Compensation in Adolescents with High Social Anxiety Traits: A Combined ERP and Functional Connectivity Study.","authors":"Wenqing Lin, Xinmei Deng","doi":"10.3390/jintelligence14040051","DOIUrl":"https://doi.org/10.3390/jintelligence14040051","url":null,"abstract":"Adolescence is a key period of significant physiological and social development, during which social anxiety symptoms often emerge and can impact academic and social functioning. Social anxiety disorder (SAD) involves heightened sensitivity to social cues and impaired social information processing, potentially contributing to persistent anxiety symptoms. However, research exploring the neural mechanisms of social information processing in adolescents with social anxiety remains limited. The investigation employed a facial dot-probe paradigm combined with EEG measurements to assess differences in attentional processing and neurophysiological activity between two adolescent groups: a high-social-anxiety (HSA) group (N = 27) and a low-social-anxiety (LSA) group (N = 18). Results showed (1) there was a significant reduction in P2 amplitudes in the HSA group compared to the LSA group. (2) A significant negative correlation between the disengagement index (DI) and P2 amplitude was found. (3) Weaker functional connectivity in the theta band was found in the HSA group. (4) In the graph theory analysis, the HSA group exhibited significantly higher node efficiency across various frequency bands compared to the LSA group. The findings suggest that socially anxious adolescents have impaired attentional control toward social cues. This difficulty may reinforce their anxiety symptoms over time.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117368/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers' Self-Efficacy in Dyscalculia: Development and Psychometric Validation of a New Scale. 计算障碍教师的自我效能感：新量表的编制与心理计量学验证。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2026-03-18 DOI: 10.3390/jintelligence14030050

Gülçin Oflaz, Kübra Polat, Yılmaz Mutlu, Zekeriya Çam

{"title":"Teachers' Self-Efficacy in Dyscalculia: Development and Psychometric Validation of a New Scale.","authors":"Gülçin Oflaz, Kübra Polat, Yılmaz Mutlu, Zekeriya Çam","doi":"10.3390/jintelligence14030050","DOIUrl":"10.3390/jintelligence14030050","url":null,"abstract":"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.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 3","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13028139/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147534250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Predictors of Psychological Well-Being Among Pre-Service Teachers: Emotional Intelligence and Occupational Anxiety. 职前教师心理健康的预测因素：情绪智力与职业焦虑。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2026-03-17 DOI: 10.3390/jintelligence14030049

Ümit İzgi Onbaşılı

{"title":"Predictors of Psychological Well-Being Among Pre-Service Teachers: Emotional Intelligence and Occupational Anxiety.","authors":"Ümit İzgi Onbaşılı","doi":"10.3390/jintelligence14030049","DOIUrl":"10.3390/jintelligence14030049","url":null,"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 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.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 3","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13027765/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147534187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Moderating Role of Intelligence and Prior Knowledge for the Effectiveness of a Computer-Based Mathematics Intervention in Students with Low Mathematics Performance. 智力和先验知识对低数学成绩学生计算机数学干预效果的调节作用。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2026-03-13 DOI: 10.3390/jintelligence14030048

Moritz Herzog, Michael Grosche, Gunnar Bruns, Gino Casale

{"title":"The Moderating Role of Intelligence and Prior Knowledge for the Effectiveness of a Computer-Based Mathematics Intervention in Students with Low Mathematics Performance.","authors":"Moritz Herzog, Michael Grosche, Gunnar Bruns, Gino Casale","doi":"10.3390/jintelligence14030048","DOIUrl":"10.3390/jintelligence14030048","url":null,"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 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.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 3","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13027623/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147534210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dark Emotions Are Not Always Bad: The Role of Emotions and Professional Training in Predicting Patterns of Engagement and Burnout Among Preschool Teachers. 黑暗情绪并不总是坏的：情绪和专业训练在预测幼儿教师投入和倦怠模式中的作用。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2026-03-11 DOI: 10.3390/jintelligence14030046

Chaoyi Wang, Dong Yang, Jiangbo Hu, Zhenyu Cai

{"title":"Dark Emotions Are Not Always Bad: The Role of Emotions and Professional Training in Predicting Patterns of Engagement and Burnout Among Preschool Teachers.","authors":"Chaoyi Wang, Dong Yang, Jiangbo Hu, Zhenyu Cai","doi":"10.3390/jintelligence14030046","DOIUrl":"10.3390/jintelligence14030046","url":null,"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 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.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 3","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13027996/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147534027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Cognitive Mechanisms of the Positivity Reactivity Effect on Word Recognition Memory. 积极反应对单词识别记忆影响的认知机制。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2026-03-11 DOI: 10.3390/jintelligence14030047

Baike Li, Chunliang Yang

{"title":"The Cognitive Mechanisms of the Positivity Reactivity Effect on Word Recognition Memory.","authors":"Baike Li, Chunliang Yang","doi":"10.3390/jintelligence14030047","DOIUrl":"10.3390/jintelligence14030047","url":null,"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 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.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 3","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13028338/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147534261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beyond IQ: Systemic Resources in STEM Achievement. 超越智商：STEM成就中的系统资源。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2026-03-11 DOI: 10.3390/jintelligence14030045

Albert Ziegler, Sonja Bayer, Heidrun Stoeger

{"title":"Beyond IQ: Systemic Resources in STEM Achievement.","authors":"Albert Ziegler, Sonja Bayer, Heidrun Stoeger","doi":"10.3390/jintelligence14030045","DOIUrl":"10.3390/jintelligence14030045","url":null,"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 to STEM achievement beyond IQ. Data were collected from 318 German secondary school students (grades 6-10; Mage = 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.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 3","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13028239/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147533665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Contribution of Executive Functions to Academic Achievement in Gifted Children: A Cross-Sectional Study. 执行功能对资优儿童学业成就的贡献：一项横断面研究。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2026-03-09 DOI: 10.3390/jintelligence14030044

Tindara Caprì, Giada Benedetta Catalano, Rosa Angela Fabio

{"title":"The Contribution of Executive Functions to Academic Achievement in Gifted Children: A Cross-Sectional Study.","authors":"Tindara Caprì, Giada Benedetta Catalano, Rosa Angela Fabio","doi":"10.3390/jintelligence14030044","DOIUrl":"10.3390/jintelligence14030044","url":null,"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 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.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 3","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13027566/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147534242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Underestimation Bias in the Numerical Perception of Rewarding Stimuli: An ERP Study. 奖励刺激数值知觉中的低估偏差：ERP研究。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2026-03-05 DOI: 10.3390/jintelligence14030043

Xingyuan Xue, Yuan Yao

{"title":"An Underestimation Bias in the Numerical Perception of Rewarding Stimuli: An ERP Study.","authors":"Xingyuan Xue, Yuan Yao","doi":"10.3390/jintelligence14030043","DOIUrl":"10.3390/jintelligence14030043","url":null,"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 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.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 3","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13028395/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147533559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Metacognitive Monitoring in Reading Comprehension: Examining the Role of Cognitive Flexibility, Vocabulary, and Fluency in Young Readers. 元认知监测在阅读理解中的作用：考察认知灵活性、词汇量和流畅性在年轻读者中的作用。

IF 3.4 3区心理学

Journal of Intelligence Pub Date : 2026-03-05 DOI: 10.3390/jintelligence14030042

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

{"title":"Metacognitive Monitoring in Reading Comprehension: Examining the Role of Cognitive Flexibility, Vocabulary, and Fluency in Young Readers.","authors":"Vered Markovich, Shoshi Dorfberger, Vered Halamish, Tami Katzir, Dana Tal, Rotem Yinon","doi":"10.3390/jintelligence14030042","DOIUrl":"10.3390/jintelligence14030042","url":null,"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. 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.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 3","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13027792/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147534255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0