ethanporcaro/eric-fulltext-meta huggingface dataset:
Transformational vs. Transactional Deployment of Intelligence
Author: Sternberg, Robert J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intelligence,Gifted,Intelligence Quotient,Transformational Leadership,Change Agents,Intelligence Tests

The late James Flynn, to whom this Special Issue is dedicated, suggested that what will matter most to the future of the world is not levels of intelligence but rather how intelligence is deployed. In this article, I argue that we can distinguish between transactional and transformational deployments of intelligence. Loosely following Flynn, I suggest that we need to pay much more attention to the latter rather than the former.
Integrating Adapted Approaches of Writing Instructions with Alternative Assessment to Improve Academic Writing Ability
Author: Tuvachit, Vorakorn
Date: 2018-09-00
Type: Journal Articles
Subjects: Writing Instruction,Alternative Assessment,Teaching Methods,Writing Skills,Academic Language,Higher Education,English (Second Language),Second Language Instruction,Student Attitudes,Writing Processes,English for Academic Purposes,Evaluation Methods,Intervention,Foreign Countries

This study aims to find whether the adapted approaches of writing instructions and alternative assessment could improve the students' academic writing ability. This classroom-based action research was initiated from the observation and reflection of the researchers as English academic writing instructors in tertiary education. It was observed that students had difficulties improving their academic writing ability. The preliminary investigations revealed that the problem was caused by the dependence on a single approach of instruction and summative assessment. Adapting the strengths of different approaches of writing instructions: the product approach, process approach, genre approach and process-genre approach, the intervention was designed. Alternative forms of assessment were integrated in the pedagogy for their potentials in promoting learning. Through the steps of plan, act, observe, and reflect of action research, data on benefits and shortcomings of the intervention were analyzed and used in reshaping the instructions. Results from the statistical analysis of the discrepancy between the pre-test and post-test revealed that the intervention significantly improved the students' academic writing ability. Besides, the findings from multiple sources also showed that the students developed positive opinion towards this pedagogical approach. Finally, this study offers informed knowledge on factors to consider in using the adapted approaches of writing instructions.
The Relationship between Theory of Mind and Intelligence: A Formative &quot;g&quot; Approach
Author: Navarro, Ester
Date: 2021-00-00
Type: Journal Articles
Subjects: Theory of Mind,Intelligence,College Students,Relationship,Cognitive Ability

Theory of Mind (ToM) is the ability understand that other people's mental states may be different from one's own. Psychometric models have shown that individual differences in ToM can largely be attributed to general intelligence (&quot;g&quot;) (Coyle et al. 2018). Most psychometric models specify &quot;g&quot; as a reflective latent variable, which is interpreted as a general ability that plays a causal role in a broad range of cognitive tasks, including ToM tasks. However, an alternative approach is to specify &quot;g&quot; as a formative latent variable, that is, an overall index of cognitive ability that does not represent a psychological attribute (Kovacs and Conway 2016). Here we consider a formative &quot;g&quot; approach to the relationship between ToM and intelligence. First, we conducted an SEM with reflective g to test the hypothesis that ToM is largely accounted for by a general ability. Next, we conducted a model with formative &quot;g&quot; to determine whether the relationship between ToM and intelligence is influenced by domain-specific tasks. Finally, we conducted a redundancy analysis to examine the contribution of each &quot;g&quot; variable. Results suggest that the relationship between ToM and intelligence in this study was influenced by language-based tasks, rather than solely a general ability.
Language Learning Strategies of Vietnamese EFL Freshmen
Author: Giang, Bui Thi Kieu
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Learning Strategies,College Freshmen,Language Proficiency,Cognitive Style,Student Characteristics,Listening,Vocabulary,Speech Communication,Reading,Writing (Composition),Translation

This quantitative research aims to investigate the language learning strategies used by Vietnamese EFL freshmen, and to examine the differences in the students' use of English language learning strategies according to their English proficiency. A total of 124 first year students from Hanoi University of Business and Technology were selected as the respondents using probability sampling methods. All the participants learned English as a compulsory academic subject. The data collection instruments of the study were questionnaires adapted from Language Strategy Use Inventory by Andrew D. Cohen, Rebecca Oxford, and Julie C. Chi (2005). The major findings of the study showed that the success of language teaching and learning are determined by the effective choices of language learning strategies. The findings of the study benefit for not only the teachers being aware of students' learning styles and language choice, but also the students cooperating firmly with their teachers to master the effective language learning strategies.
Theory-Practice Gaps in Developing Critical Thinking: Insights from a Pedagogical Study in Omani Context
Author: Sulaiman, Moosa Ahmed Ali
Date: 2018-09-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Critical Thinking,Foreign Countries,Questioning Techniques,Teaching Methods,Skill Development,Second Language Learning,Second Language Instruction,English (Second Language),Scores,Comparative Analysis,Correlation,Instructional Effectiveness,Intervention,Thinking Skills,Pretests Posttests,Secondary School Students,Grade 12,Reading Materials

With this premise as a backdrop that effective use of Socratic questioning in instructional practices is of vital importance in English as a forging language (EFL) classrooms, this study was undertaken to investigate application of Omani knowledge of Socratic questioning (SQ) on students' critical thinking (CT) in post basic schools. This study investigates the application of Omani EFL of SQ on students' CT in post basic schools. The present study attempts to a) ascertain whether there is any statistically significant difference between mean scores of those who are taught through SQ and those obtained by students who are taught CT skills in a normal setting. b) identify SQ strategies that helped to develop the students' CT skills. An experimental research design was implemented. There were 60 students participated in this study 30 students in each group. The Mixed method procedures and data analysis showed that, a) significant differences between mean scores of those who were taught CT through SQ and those who were taught CT skills in a normal setting, c) there is clear evidence that students in the experimental group had evolved effective CT strategies during the intervention phase.
Relationship of Leadership and Envy: How to Resolve Workplace Envy with Leadership--A Bibliometric Review Study
Author: Liu, Hongda
Date: 2021-00-00
Type: Journal Articles
Subjects: Bibliometrics,Psychological Patterns,Correlation,Work Environment,Leadership Training,Supervisor Supervisee Relationship,Research Reports,Prediction,Guidelines,Leadership Effectiveness,Productivity,Models,Emotional Intelligence,Behavior Theories,Attribution Theory,Leadership Role,Personality Traits

In recent years, workplace envy has gradually become a hot research topic for organizational behavior. Scholars have explored the antecedents and consequences of envy following the traditional research paradigm. The latest leadership theory also provides new ideas for its development. Although the traditional methods continue to optimize the research on the relationship between leadership and envy, they still do not fully reflect the binary logical relationship between the two and cannot offer sufficient explanatory power for the psychological activities and behaviors of employees and supervisors. In this paper, two pieces of bibliometric software, CiteSpace (American, Drexel University) and Histcite (American, Clarivate Analytics), were used in order to analyze the previous literature in regard to providing a theoretical basis, the main content, and the stages of development. Based on the integration, we propose a dual-track theoretical model of leadership and envy as the prediction framework for future research. The research has returned to the intelligent attribute of leadership and believes that effective leadership can adjust the existence of various types of envy and transform it into the actual productivity of the workplace.
How Multidimensional Is Emotional Intelligence? Bifactor Modeling of Global and Broad Emotional Abilities of the Geneva Emotional Competence Test
Author: Simonet, Daniel V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Intelligence Tests,Self Control,Psychometrics,Prediction,Emotional Adjustment,Models,Metacognition,Grade Point Average,Emotional Response,Recognition (Psychology),Personality Traits,Scores,Personality Measures,Well Being,Factor Analysis

Drawing upon multidimensional theories of intelligence, the current paper evaluates if the Geneva Emotional Competence Test (GECo) fits within a higher-order intelligence space and if emotional intelligence (EI) branches predict distinct criteria related to adjustment and motivation. Using a combination of classical and S-1 bifactor models, we find that (a) a first-order oblique and bifactor model provide excellent and comparably fitting representation of an EI structure with self-regulatory skills operating independent of general ability, (b) residualized EI abilities uniquely predict criteria over general cognitive ability as referenced by fluid intelligence, and (c) emotion recognition and regulation incrementally predict grade point average (GPA) and affective engagement in opposing directions, after controlling for fluid general ability and the Big Five personality traits. Results are qualified by psychometric analyses suggesting only emotion regulation has enough determinacy and reliable variance beyond a general ability factor to be treated as a manifest score in analyses and interpretation. Findings call for renewed, albeit tempered, research on EI as a multidimensional intelligence and highlight the need for refined assessment of emotional perception, understanding, and management to allow focused analyses of different EI abilities.
Do Executive Attentional Processes Uniquely or Commonly Explain Psychometric &quot;g&quot; and Correlations in the Positive Manifold? A Structural Equation Modeling and Network-Analysis Approach to Investigate the Process Overlap Theory
Author: Troche, Stefan J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Executive Function,Attention Control,Psychometrics,Intelligence Tests,Correlation,Intelligence,Cognitive Processes,Reaction Time,Memory,Adults,Task Analysis,Structural Equation Models,Network Analysis

One of the best-established findings in intelligence research is the pattern of positive correlations among various intelligence tests. Although this so-called positive manifold became the conceptual foundation of many theoretical accounts of intelligence, the very nature of it has remained unclear. Only recently, &quot;Process Overlap Theory&quot; (POT) proposed that the positive manifold originated from overlapping domain-general, executive processes. To test this assumption, the functional relationship between different aspects of executive attention and the positive manifold was investigated by re-analyzing an existing dataset (N = 228). Psychometric reasoning, speed, and memory performance were assessed by a short form of the Berlin Intelligence Structure test. Two aspects of executive attention (sustained and selective attention) and speed of decision making were measured by a continuous performance test, a flanker task, and a Hick task, respectively. Traditional structural equation modeling, representing the positive manifold by a &quot;g&quot; factor, as well as network analyses, investigating the differential effects of the two aspects of executive attention and speed of decision making on the specific correlations of the positive manifold, suggested that selective attention, sustained attention, and speed of decision making explained the common but not the unique portions of the positive manifold. Thus, we failed to provide evidence for POT's assumption that the positive manifold is the result of overlapping domain-general processes. This does not mean that domain-general processes other than those investigated here will not be able to show the pattern of results predicted by POT.
Experiential and Strategic Emotional Intelligence Are Implicated When Inhibiting Affective and Non-Affective Distractors: Findings from Three Emotional Flanker N-Back Tasks
Author: Lim, Ming D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Affective Behavior,Barriers,Inhibition,Cognitive Processes,Memory,Correlation,Reaction Time,Short Term Memory,Visual Stimuli,Accuracy,Interference (Learning),Undergraduate Students,Foreign Countries,Emotional Response

Emotional intelligence (EI) refers to a set of competencies to process, understand, and reason with affective information. Recent studies suggest ability measures of experiential and strategic EI differentially predict performance on non-emotional and emotionally laden tasks. To explore cognitive processes underlying these abilities further, we varied the affective context of a traditional letter-based &quot;n&quot;-back working-memory task. In study 1, participants completed 0-, 2-, and 3-back tasks with flanking distractors that were either emotional (fearful or happy faces) or non-emotional (shapes or letters stimuli). Strategic EI, but not experiential EI, significantly influenced participants' accuracy across all n-back levels, irrespective of flanker type. In Study 2, participants completed 1-, 2-, and 3-back levels. Experiential EI was positively associated with response times for emotional flankers at the 1-back level but not other levels or flanker types, suggesting those higher in experiential EI reacted slower on low-load trials with affective context. In Study 3, flankers were asynchronously presented either 300 ms or 1000 ms before probes. Results mirrored Study 1 for accuracy rates and Study 2 for response times. Our findings (a) provide experimental evidence for the distinctness of experiential and strategic EI and (b) suggest that each are related to different aspects of cognitive processes underlying working memory.
Embracing TVET Education: The Effectiveness of Project Based Learning on Secondary School Students&apos; Achievement
Author: Isa, Zaharah Che
Date: 2021-09-00
Type: Journal Articles
Subjects: Vocational Education,Active Learning,Student Projects,Learning Processes,Instructional Effectiveness,Secondary School Students,Adolescents,Rural Schools,Learner Engagement,Skill Development,21st Century Skills,Positive Attitudes,Experiential Learning,Foreign Countries

Project based learning (PBL) has long been used especially in developing countries. Various results of PBL-related studies have also been found to be effective and have a positive impact on students. However, although it has been introduced in Malaysia, it is still considered foreign to students and teachers. Therefore, this study was conducted to look at the effectiveness of applying the PBL method in the topic of project design on form two students' learning process. An experimental study with mixed method approach was conducted through pre and post-tests on one control and one treatment group. A total of 60 form two students were involved, of which 30 were treatment students and another 30 were control students. Five students from the treatment group were randomly selected to go through a semi structured interview process. This interview was conducted to confirm the results of the quantitative study. The results of analysis of covariance (ANCOVA) showed that students in the PBL group performed significantly better in project design learning process than those in the contrast group. Therefore, this study demonstrated that the PBL method had a positive impact on students' learning process. Based on the interviews, all respondents agreed that PBL was an excellent approach because the learning activities were interesting and different from the normal learning environment. In addition, the interview results also showed that the respondents suggested that the PBL method should be continued and implemented in other topics and subjects.
Counting Differently: Assessing Mathematics Achievement of Signing Deaf and Hard of Hearing Children through a Unique Lens
Author: Henner, Jon
Date: 2021-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Computation,American Sign Language,Language Skills,Mathematics Achievement,Language Acquisition,Family Environment,Age Differences,Gender Differences,Learning Disabilities,Students with Disabilities,Language Proficiency,Elementary Secondary Education

Limited studies exist that connect using signed language with mathematics performance of deaf and hard of hearing children. In the present study, the authors examined 257 participants and compared their results on the Northwest Evaluation Association: Measures of Academic Progress (NWEA MAP) to their results on an assessment of American Sign Language (ASL) skills. It was found that better ASL skills tended to result in better MAP performance. These results are moderated by factors such as age, gender, parental hearing status, and learning disability identification.
Gender Differences in Anger Expressions among Secondary Students
Author: Ahmad, Nor Shafrin
Date: 2021-09-00
Type: Journal Articles
Subjects: Psychological Patterns,Self Expression,Secondary School Students,Adolescents,Gender Differences,Verbal Communication,Aggression,Personality Traits,School Counseling,Readiness,Coping,Self Control,Foreign Countries

Individuals with choleric temperaments easily get angry and can be problematic if not expressed appropriately. The purpose of this study was to identify gender differences in anger expressions among secondary school students. Respondents were secondary school students in four states in the Northern region of Malaysia. A total of 3348 students were involved, including 1,800 males and 1,548 females. Respondents aged between 13 and 16 were randomly selected from 20 secondary schools. Descriptive analyses and t-test were used to identify anger expressions among secondary school students. Findings showed that 780 respondents agreed that they are hot-tempered, while 2568 others did not. From the 780 hot-tempered respondents, 370 are males and 410 are females. A total of 3160 from the 3348 respondents did not meet their school counsellors for counselling sessions when they had anger problems. The findings also revealed a significant difference in four types of anger expressions between male and female students. They were in aggressive, verbal, intrinsic anger expression, and intrinsic anger control. The findings revealed that school counsellors need to equip students with specific, creative, and innovative interventions to cope with different anger expression.
Gender of Transformational School Principals and Teachers&apos; Innovative Behavior
Author: Ismail, Aziah
Date: 2021-09-00
Type: Journal Articles
Subjects: Gender Differences,Principals,Transformational Leadership,Innovation,Administrator Behavior,Secondary Schools,Foreign Countries,Administrator Characteristics,Work Experience,Educational Attainment,Correlation

The purpose of this paper is to examine the different levels of transformational leadership between male and female principals and their relationships with teachers' Innovative Work Behavior (IWB) in Malaysian secondary schools. In total, 477 teachers from various secondary schools were randomly selected as respondents (218 are working under female principals, while 259 of them are under male principals). This study revealed that the respondents agree that male principals practice transformational leadership higher than female principals. However, the female principals were highly influential on the teachers' IWB compared to their male counterparts. This study provides a glimpse of the teachers' innovative behavior improvement resulted from transformational leadership by male and female school principals.
Impact of Lesson Study on Mathematics Anxiety and Mathematics Achievement of Malaysian Foundation Programme Students
Author: Gholami, Hosseinali
Date: 2021-09-00
Type: Journal Articles
Subjects: Correlation,Mathematics Achievement,Mathematics Anxiety,Lesson Plans,Undergraduate Students,Comparative Analysis,Rating Scales,Problem Solving,Mathematics Skills,Mathematics Instruction,Scores,Student Centered Learning,Teaching Methods,Foreign Countries

Based on many researches, there is negative relationship between mathematics anxiety and achievement. However, there is no study about mathematics anxiety and achievement in Malaysian foundation centers. This research studied the impact of Lesson Study (LS) on mathematics anxiety and achievement of students in a Malaysian university. A total of eight lecturers were involved in planning the LS which was experimented on 44 students as experimental group, while 42 others were in the control group. In the experimental group, students solved problems individually and in teams in a student-centered approach. For the control group, students were taught using the conventional method. Mathematics anxiety was measured using the Mathematics Anxiety Scale-Revised (MAS-R). A mathematics test was used to measure the students' ability in problem solving. The data was analyzed using t-test, ANOVA and MANOVA. The results showed that there is a significant difference between the means of the experimental and control groups in mathematics anxiety and achievement scores. However, there is no statistically significant interaction between the effects of educational method and gender on both mathematics anxiety and achievement. LS was found to be a suitable method to increasing the student's ability in problem solving and reducing their anxiety.