Beyond Cognitive Support: Social Interaction and Affective Experience in AI-Assisted Creative Thinking Among University Students [0.03%]
超越认知支持：人工智能辅助大学生创造性思维中的社会互动与情感体验
Yawen Cheng,Xiaoting Huang
Yawen Cheng
Creative thinking has become an increasingly important competence in education, yet less is known about how it may be supported in human-AI collaboration as large language models (LLMs) are increasingly employed as partners in learning and ...
Gamification and Cognitive Factors: Research Hotspots, Knowledge Structure, and Future Directions Based on Bibliometric Analysis [0.03%]
基于文献计量的 gamification 和认知因素研究热点、知识结构及未来趋势分析
Deao Song,Jien Guo,Xuaner Rao et al.
Deao Song et al.
Gamification increasingly influences learning experiences, cognitive engagement, and behavioral performance in digital learning, cognitive training, and health intervention contexts. However, the mechanisms underlying cognitive factors, alo...
Affective Entry Characteristics Towards Mathematics and Reflective Thinking Skills Towards Problem Solving: The Mediating Role of Critical Thinking [0.03%]
情感化进入数学的特征和反思性解决问题技能：批判性思维的中介作用
Nejla Gürefe,Nursena Evrensel Yumrutepe
Nejla Gürefe
The examination of thinking skills has become a contemporary and imperative focus within educational research, capturing considerable attention from scholars. The present study endeavors to explore the mediating role of critical thinking te...
Trait Emotional Intelligence and English Language Achievement Among University EFL Learners: A Global and Dimensional Analysis [0.03%]
大学生英语学习者的情感智力与英语成就的全球及维度分析
Aser Altalib
Aser Altalib
Trait emotional intelligence (EI) has been consistently associated with academic achievement, yet most empirical work has used global EI scores rather than examining how its four dimensions (well-being, self-control, emotionality, and socia...
Generative AI Use and Critical Thinking Dispositions in Higher Education: A Cross-Sample Study of the Sequential Role of Metacognitive Weakness and Epistemic Laziness [0.03%]
高等教育中的生成式AI使用和批判性思维倾向：元认知薄弱与认识懒惰的连续作用的跨样本研究
Kağan Kırcaburun
Kağan Kırcaburun
As generative artificial intelligence (GAI) technologies become increasingly integrated into university students' academic routines, concerns have emerged regarding their associations with critical thinking dispositions during GAI use. The ...
Instrumental Learning Approaches in Pre-Professional Music Students: Associations Among Motivation, Strategy and Practice [0.03%]
专业音乐学生中的工具性学习方法：动机、策略和练习之间的关系研究
Şehriban Koca,Çağlanur Sakarya,Atakan Kutlu et al.
Şehriban Koca et al.
Instrumental learning in pre-professional music education involves complex associations among motivational orientations, cognitive strategies, and practice habits; however, their individual-level interrelations have received limited empiric...
Making Judgments of Learning Increases Restudy Choices: Evidence for Reactivity in Metacognitive Control [0.03%]
关于判断性学习的评价增加了重新学习的选择：元认知控制中的反应性的证据
Meng Liu,Yanlu Qi,Mingliang Hu et al.
Meng Liu et al.
An emerging body of research has shown that requiring participants to make concurrent JOLs during learning can reactively influence memory performance, a phenomenon known as the reactivity effect. However, it remains unclear whether making ...
Human-AI Co-Agency for Competency-Based Talent Development: A Framework Integrating Creativity, Cognitive Skills, and Ethical Collaboration [0.03%]
基于能力的人才发展中的以人为本与人工智能协同代理框架：整合创造力、认知技能和伦理协作
Maha Alfaleh
Maha Alfaleh
The rapid integration of generative artificial intelligence (GenAI) into education offers significant opportunities for talent development; however, current applications remain predominantly tool-centric and lack grounding in cognitive and ...
Adaptive Cognitive Intervention Architecture: An Exploratory Computational Framework for Precision Reading Comprehension in Higher Education [0.03%]
自适应认知干预架构：高等教育精准阅读理解的探索性计算框架
Teófilo Félix Valentín Melgarejo,Gastón Jeremías Oscátegui Nájera,Dora Marina Hachoque Aguirre et al.
Teófilo Félix Valentín Melgarejo et al.
Reading comprehension is a critical cognitive competency in higher education, although learners demonstrate substantial variability in responsiveness to metacognitive instructional interventions. The study focused on individual cognitive-re...
Cognitive-Mathematics Relations: A Meta-Analysis of Norm-Referenced Standardized Test Batteries [0.03%]
认知数学关系：标准化心理测验的元分析研究
Christopher R Niileksela,Daniel B Hajovsky,Francisco Philippe Cocar-Montenegro et al.
Christopher R Niileksela et al.
The relationships between cognitive abilities and mathematics skills are important to examine to help clarify how cognitive abilities promote mathematics development and inform why some individuals have difficulty acquiring mathematics skil...