Examining Ease and Challenges in Tele-Assessment of Children Using Slosson Intelligence Test

As the world came to terms with the longevity of the COVID-19 crisis, there came a mass migration towards tele-health services which included tele-assessments. Practitioners argued that delaying assessments would mean a delay in provision of services. Therefore wherever possible, assessment procedures were modified to cater to an online setting including assessment of cognitive abilities. With its many advantages tele-assessment brings many unpredictable challenges. In this study we tried to explore those by administering the Slosson Intelligence Test-third edition (Slosson, 2006) on a sample of 29 school going children ranging in age from 6 to 16 years old, via Zoom. Observations were divided into two categories, that is, logistical and practical. Results showed that technology improves accessibility of services and solves many logistical problems such as availability of testing venues, and makes communication easier. However, practicality was hindered as the testing environment was less controlled and factors such as internet disruptions, limitations in observations, and presence of other people and things in the household may adversely affect the scores. Moreover, virtual fatigue could be a factor that practitioners need to consider.

PENGARUH KECERDASAN LOGIS MATEMATIS DAN KEMANDIRIAN BELAJAR TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA DALAM PEMBELAJARAN BERBASIS DARING

This study aims to determine the effect of mathematical logical intelligence and self-regulated learning on the ability to understand students' mathematical concepts in online-based mathematics learning. This research is survey research by giving a logical-mathematical intelligence test, a self-regulated learning questionnaire, and a mathematical concept understanding ability test to 142 X grade students in one of the Jakarta State Senior High Schools. Statistical analysis used in this study is multiple linear regression. Based on the results of hypothesis testing, it can be seen that there is an effect of mathematical logical intelligence and self-regulated learning together on the ability to understand students' mathematical concepts in online-based mathematics learning by 49.53%, there is an influence of mathematical logical intelligence significantly on the ability to understand students' mathematical concepts in online-based mathematics learning, and there is no significant effect of self-regulated learning on the ability to understand students' mathematical concepts in online-based mathematics learning.

Adaptation and Psychometric Properties of the Self Report Emotional Intelligence Test (SSEIT) among Brazilian athletes

Emotional intelligence (EI) is a psychological skill that aids athletes in the control of emotions and optimization of sports performance. The present study investigated the psychometric properties of the Self-Report Emotional Intelligence Test (SSEIT) in 508 Brazilian youth and adult athletes (mean age 18.55±4.68 years). Data analysis was conducted through Exploratory (EFA) and Confirmatory (CFA) Factor Analysis, Cronbach’s alpha, composite reliability and Pearson’s Correlation (p <.05). EFA revealed the one-factor model with 26 items with the best adjustment. CFA confirmed the one-factor model with 26 items with best greater fit. No evidence of invariance was found, suggesting that the SSEIT must be used with caution when comparing gender and age groups. The external validity was found in the correlation of EI and cognitive anxiety and self-confidence. It is concluded that the Brazilian version of SSEIT for the sports context presented acceptable psychometric properties, however, showed limitations that should be explored in the future.

The secular trend of intelligence test scores: The Danish experience for young men born between 1940 and 2000

The present study investigated the Danish secular trend of intelligence test scores among young men born between 1940 and 2000, as well as the possible associations of birth cohort changes in family size, nutrition, education, and intelligence test score variability with the increasing secular trend. The study population included all men born from 1940 to 2000 who appeared before a draft board before 2020 (N = 1,556,770). At the mandatory draft board examination, the approximately 19-year-old men underwent a medical examination and an intelligence test. In the statistical analyses, the IQ mean and standard deviation (SD) were estimated separately for each of the included annual birth cohorts based on information from birth cohorts with available total intelligence test scores for all tested individuals (i.e. 1940–1958 and 1987–2000; the mean and SD were interpolated for the intermediate birth cohorts). Moreover, the possible associations with birth cohort changes in family size, height as a proxy for nutritional status, education, and IQ variability were investigated among those birth cohorts for whom a secular increase in intelligence test scores was found. The results showed that the estimated mean IQ score increased from a baseline set to 100 (SD: 15) among individuals born in 1940 to 108.9 (SD: 12.2) among individuals born in 1980, since when it has decreased. Focusing on the birth cohorts of 1940–1980, for whom a secular increase in intelligence test scores was found, birth cohort changes in family size, height, and education explained large proportions of the birth cohort variance in mean intelligence test scores, suggesting that these factors may be important contributors to the observed Flynn effect in Denmark.

Inteligencia emocional en estudiantes universitarios de Psicología: diferencias entre el primer y el último curso

Investigaciones previas han demostrado la importancia de la Inteligencia Emocional (ie) en el ámbito profesional, especialmente en la adaptación y el éxito de los psicólogos. El objetivo del presente estudio fue conocer las diferencias en ie entre alumnos de Psicología en su primer y último curso. La muestra estuvo formada por 90 alumnos de primer curso (18.37 ± 2.06 años; 80 % mujeres) y 90 alumnos de último curso (20.54 ± 1.28 años; 76 % mujeres). La ie (i. e., percepción, comprensión, gestión e ie total) se evaluó mediante el cuestionario Mobile Emotional Intelligence Test. Los hallazgos principales indican que los alumnos de cuarto curso del grado de Psicología presentaban puntuaciones significativamente mayores en la dimensión de gestión (104.8 vs. 97.5; p = .019), así como en la ie total (107.1 vs. 101.4; p = .011) comparadas a las de sus compañeros de primer curso. Al final del documento se discute la importancia de desarrollar la ie en los estudiantes de Psicología.

PENGEMBANGAN IDENTIFIKASI MULTIPLE INTELLIGENCE ( HOWARD GARDNER) BERBASIS APLIKASI ANDROID DALAM PENENTUAN PUTUSAN KARIR MAHASISWA DI YOGYAKARTA.

Technology in this era, especially during pandemic, has become something important in supporting self-improvement activities. Online learning and mobile applications become more practical to use to help optimize individual self. This research has developed an application product to assist students in determining their career decisions through multiple intelligence detection initiated by Howard Gardner. The application that has been develop consists of 3 menus, namely 1) multiple intelligence by Howard Gardner, 2) intelligence test (Howard Gardner), and 3 ) education about multiple intelligences. Howard Gardner stated that every child has more than one potential intelligence that may be able to develop and the development of intelligence may differ from one person to another. The purpose of developing this application is to make it easier for students in Yogyakarta in making career decisions so that they are in accordance with the abilities, intelligence that exist within themselves. This research was developed using the Borg & Gall R&D research method.

Distribution across Age of Raw and Scaled Intelligence Scores - the DARSIS model

The mean raw score on intelligence tests rises steeply in childhood before stabilizing for adolescents and adults, Little is known however about how the different percentiles, let alone the entire raw score distribution, changes from early childhood to adulthood. This study will show that there is a regular, mathematical relationship between age, raw scores and scaled scores on intelligence test subtests with a high g-loading. Using the norm tables from 60 subtests from 19 different intelligence tests normed in 5 different countries between 1984-2020, a relatively simple model with three coefficients and a variable ’difficulty’ parameter is shown to explain almost all of the variance in the norm tables. Smaller errors are found for the mean of norm tables, and for higher performance, but not for greater age. The year in which a test was normed also did not appear to influence the fit of the model. Possible applications of the DARSIS model, such as the creation of norms for above-level testing, creating extended norms, a reduced parameter space when norming new intelligence tests and calculating reference ages are discussed.

Description on 10th grade–science Students’ Problem solving skill based on Wankat and Oreovics Theory viewed from Mathematical logical intelligence

This research aims to describe the ability of problem-solving based on the theory of Wankat and Oreovicz reviewed from mathematical logical intelligence in a system of linear equations in three variables. This research is a qualitative research with a descriptive method. The subjects in this research were students of class X IPA who represent each category of mathematical logical intelligence that is high, medium, and low. The research instruments consist of the mathematical logical intelligence test, the problem-solving ability test, and the interview guidelines. The results of research show that: (1) the student with high mathematical logical intelligence was able to solved the problem well. (2) the student with medium mathematical logical intelligence was able to do problem solving altough they did exprience misconseption in the calculating process; (3) the student with low mathematical logical intelligence was able to carry out same step of problem solving that is exploration step.