Mapping the Scaffolding of Metacognition and Learning by AI Tools in STEM Classrooms: A Bibliometric-Systematic Review Approach (2005-2025) [0.03%]
基于文献计量和系统综述的AI工具在STEM课堂上支持元认知和学习的知识图谱(2005-2025)
Maria Tsakeni,Stephen C Nwafor,Moeketsi Mosia et al.
Maria Tsakeni et al.
This study comprehensively analyses how AI tools scaffold and share metacognitive processes, thereby facilitating students' learning in STEM classrooms through a mixed-method research synthesis combining bibliometric analysis and systematic...
An Analysis of Individual Differences in Within-Test Practice Effects in Progressive Matrices [0.03%]
瑞文矩阵中测验内练习效应的个体差异分析
José H Lozano,Susan E Embretson,Javier Revuelta
José H Lozano
The present study aimed to investigate individual differences in practice effects during progressive matrices based on Carpenter et al.'s taxonomy of abstract rules. To this end, data from a non-verbal reasoning test, the Abstract Reasoning...
Emotional Intelligence and Language Learning Performance of ESL Learners: Mediating Effects of L2 Grit and L2 Motivation [0.03%]
情感智能与英语学习者二语成绩表现：二语韧性与二语动机的中介作用研究
Qingshu Xu,Huaqing Hong
Qingshu Xu
This study examined the associations among emotional intelligence (EI), grit, motivation, and second language (L2) learning performance, with particular attention to the mediating roles of grit and motivation. A sample of 801 Chinese univer...
Student Characteristics and ICT Usage as Predictors of Computational Thinking: An Explainable AI Approach [0.03%]
学生特征和ICT使用情况作为计算思维的预测因素：一种可解释的人工智能方法
Tongtong Guan,Liqiang Zhang,Xingshu Ji et al.
Tongtong Guan et al.
Computational thinking (CT) is recognized as a core competency for the 21st century, and its development is shaped by multiple factors, including students' individual characteristics and their use of information and communication technology...
Beyond Global IQ: Identifying Subgroups of Intellectual Functioning in Dyslexia Through Latent Profile Analysis [0.03%]
超越全球智商：通过潜在剖面分析识别阅读障碍中智力功能亚组
Bartosz M Radtke,Ariadna Łada-Maśko,Paweł Jurek et al.
Bartosz M Radtke et al.
Dyslexia, a heterogeneous neurodevelopmental disorder, is characterized by persistent reading and spelling difficulties despite average intellectual potential. Although intellectual functioning in dyslexia is often described as average, eme...
Personality Traits and Cognitive Abilities in Conflict Management: Preliminary Insights from a Situational Judgment Test of Emotional Intelligence [0.03%]
基于情境判断测试的情感智力冲突管理的个性特征和认知能力的初步见解
Juliane Völker,Katja Schlegel,Marcello Mortillaro
Juliane Völker
Previous studies suggested that people have stable conflict management styles which relate to their personality traits. However, recent research indicates that conflict management requires flexibility to switch between strategies and that t...
The Relationship of Need for Cognition and Typical Intellectual Engagement with Intelligence and Executive Functions: A Multi-Level Meta-Analysis [0.03%]
认知需求与典型智力参与和智力及执行功能之间的关系：多水平元分析
Felix M Schweitzer,Nele M Lindenberg,Monika Fleischhauer et al.
Felix M Schweitzer et al.
In this preregistered multi-level meta-analysis, we aim to clarify the association of need for cognition (NFC) and typical intellectual engagement (TIE) with intelligence and executive functions. Multi-level models with robust variance esti...
Teachers' Perceptions of Shared Leadership and Their Relationship with Organizational Attractiveness and Identification: A Structural Equation Modeling Approach [0.03%]
教师共享领导及其与组织吸引力和认同感关系的结构方程模型检验——以北京市中小学为例
Nesip Demirbilek
Nesip Demirbilek
This study examined the relationships among shared leadership, organizational attractiveness, and organizational identification among teachers in Malatya, Türkiye. Using a relational design and structural equation modeling, the research ex...
Construction of Learning Pathways and Learning Progressions for High School English Reading Comprehension Based on Cognitive Diagnostic Assessment [0.03%]
基于认知诊断测评的高中英语阅读理解学习路径与学习进阶构建
Fei Wang,Zhaosheng Luo,Ying Miao et al.
Fei Wang et al.
To meet the growing demands for competency-based and personalized instruction in high school English reading, this study investigates a quantitative approach to modeling learning pathways and progressions. Traditional assessments often fail...
FLUX (Fluid Intelligence Luxembourg): Development and Validation of a Fair Tablet-Based Test of Cognitive Ability in Multicultural and Multilingual Children [0.03%]
流动智力卢森堡：多文化和多语言儿童平板电脑智能测试的开发与验证
Dzenita Kijamet,Rachel Wollschläger,Ulrich Keller et al.
Dzenita Kijamet et al.
Nonverbal tests assess cognitive ability in multicultural and multilingual children, but language-based instructions disadvantage non-proficient children. This is a growing concern worldwide due to the increasing number of multilingual clas...