Olena Kostiv,Antonio F Rodríguez-Hernández,Jonathan Delgado Hernández
Olena Kostiv
This study introduces and validates the construct of Teacher Emotional Commitment (CED), understood as the conative-behavioral dimension that characterizes the emotional bond that teachers establish with their students. To this end, two com...
From Evidence to Insight: An Umbrella Review of Computational Thinking Research Syntheses [0.03%]
从证据到见解：计算思维研究综合的伞式评价
Jin Zhang,Yaxin Wu,Yimin Ning et al.
Jin Zhang et al.
This study reviews 33 meta-analyses and systematic reviews on Computational Thinking (CT), focusing on research quality, intervention effectiveness, and content. Quality assessment of included studies was conducted using the AMSTAR 2 tool. ...
Ctrl + Alt + Inner Speech: A Verbal-Cognitive Scaffold (VCS) Model of Pathways to Computational Thinking [0.03%]
掌控内心言语：通向计算思维路径的言语-认知支架(VCS)模型
Daisuke Akiba
Daisuke Akiba
This theoretical paper introduces the Verbal-Cognitive Scaffold (VCS) Model, a cognitively inclusive framework which proposes the cognitive architectures underlying computational thinking (CT). Moving beyond monolithic theories of cognition...
Psychometric Properties of the Pre-Literacy Test: Assessing Literacy Readiness Skills [0.03%]
学龄前儿童识字能力检测量表的心理测量属性：评估识字准备技能
Muhammet Baştuğ
Muhammet Baştuğ
This study examined the psychometric properties of the Pre-Literacy Test, developed to measure the literacy readiness skills of children who have completed preschool education. Using a quantitative, multistage design, the study was conducte...
Validation of International Cognitive Ability Resource (ICAR) Implemented in Mobile Toolbox (MTB) [0.03%]
移动端心理测量工具包中国际认知能力资源（ICAR）的有效性研究
Stephanie Ruth Young,Jiwon Kim,Kiley McKee et al.
Stephanie Ruth Young et al.
Standardized cognitive assessments are essential in research but often limited by proprietary restrictions and methodological constraints. This study evaluates the psychometric properties of two public-domain International Cognitive Ability...
Siamak Mirzaei,Hooman Nikmehr,Sisi Liu et al.
Siamak Mirzaei et al.
Creativity is increasingly recognized as an essential 21st-century skill, critical for innovation, problem-solving, and personal growth. Educational systems have responded by prioritizing creative thinking, prompting researchers to explore ...
Relationship Between Well-Being and Inclusive Practice in Chilean Teachers: A Preliminary Analysis [0.03%]
智利教师的幸福感与融合实践的关系：初步分析
Marco Villalta-Paucar,Jéssica Rebolledo-Etchepare,Juan Pablo Hernández-Ramos
Marco Villalta-Paucar
Although numerous studies address inclusive education, especially in Latin America, research analyzing the overall life satisfaction of teachers in schools that implement inclusion policies are scarce. The purpose of this study is to analyz...
Complex Motor Schemes and Executive Functions: A School-Based Dual-Challenge Intervention to Enhance Cognitive Performance and Academic Success in Early Adolescence [0.03%]
复杂运动方案和执行功能：一项学校基于双重挑战干预，以增强青少年认知表现和学业成就
Francesca Latino,Francesco Tafuri,Mariam Maisuradze et al.
Francesca Latino et al.
Complex motor tasks that integrate cognitive demands may particularly enhance executive functions, which support school success. Yet few school-based trials have tested structured interventions combining motor complexity and cognitive chall...
Small Samples, Big Insights: A Methodological Comparison of Estimation Techniques for Latent Divergent Thinking Models [0.03%]
小样本，大启示：潜在发散思维模型估计方法的比较研究
Selina Weiss,Lara S Elmdust,Benjamin Goecke
Selina Weiss
In psychology, small sample sizes are a frequent challenge-particularly when studying specific expert populations or using complex and cost-intensive methods like human scoring of creative answers-as they reduce statistical power, bias resu...
The Meta-Intelligent Child: Validating the MKIT as a Tool to Develop Metacognitive Knowledge in Early Childhood [0.03%]
具元智能的小孩：用MKIT工具发展幼儿的元认知知识并进行验证
Onciu Oana,Prisacaru Flavia
Onciu Oana
This article presents and validates the Metacognitive Knowledge Intervention for Thinking (MKIT)-an educational framework designed to assess and develop domain-general metacognitive knowledge (MK) in children aged 5 to 9. Moving beyond trad...