High Level Of Intelligence Research Articles

Emotional Intelligence and Study Habits as Predictors of Online Learning Motivation of Students in Filipino

The study aims to predict the level of emotional intelligence, study habits, and their significant influence on the online learning motivation of students in Filipino. Analysis was conducted on data collected from 251 STEM students in selected public Senior High Schools who still opted for online learning as delivery of instruction. The study used a quantitative research design and applied a descriptive-correlational technique. Meanwhile, the adopted survey questionnaire was validated and used to gather the data needed for the study. Results revealed through weighted mean that the level of emotional intelligence, study habits, and online learning motivation of students in Filipino were high. With the help of regression analysis, results proved that there was a significant relationship among variables. Thus, the study also showed that learners with high levels of emotional intelligence and study habits significantly influenced their motivation to learn in an online environment, which results in academic success. These findings indicate that a strong foundation in emotion and systematic study habits in learning plays a vital role in sustaining motivation and acquiring knowledge online. Therefore, students will be more engaged in an online learning environment and will be encouraged to learn intrinsically when their emotional intelligence and study habits are well-established. School management, teachers, and institutions can use these findings to understand, support, and make interventions for the development of motivation in the modern way of learning in the online world.

Investigation of Communication, Social Intelligence and Intercultural Sensitivity Competencies of Teacher Candidates in Sustainable Education by Structural Equation Modeling

It has become increasingly important to provide equal educational opportunities to all students for quality and sustainable education in classrooms with rapidly increasing diversity. In this context, communication skills, social intelligence and intercultural sensitivity are important competences that can affect teacher performance and efficiency in classrooms. Despite the importance of these competencies, empirical studies examining the relationships between these variables are scarce. Consequently, this study aimed to investigate the relationships between teacher candidates’ communication skills and their intercultural sensitivity and social intelligence levels through the application of structural equation modeling (SEM). The participants were selected from among the teacher candidates studying at Kütahya Dumlupınar University, a public university in Türkiye, using simple random sampling method. The results indicated that teacher candidates had high levels of communication skills, intercultural sensitivity and social intelligence. In addition, while there was a significant positive relationship between communication skills and intercultural sensitivity level and social intelligence level at low level, there was a significant positive relationship between intercultural sensitivity and social intelligence level at medium level. Furthermore, communication skills and intercultural sensitivity were found to be significant predictors of social intelligence and intercultural sensitivity had a partial mediating role in the relationship between communication skills and social intelligence. In the study, it was concluded that teacher candidates’ communication skills predicted social intelligence through intercultural sensitivity.

Evaluating the Translation Accuracy of ChatGPT and DeepL Through the Lens of Implied Subjects

This research aims to offer deeper insights into the translation quality of large language models and neural machine translation systems. It compares the performance of two state-of-the-art models, ChatGPT and DeepL, to explore which system achieves higher translation accuracy. This research employs a highly focused and specialized method to evaluate translation performance, enabling the identification of nuanced differences between advanced AI/machine models. It focuses on implied subjects in contemporary Chinese writer Qiuyu Yu’s Iraq travelogue and examines how the two models handle these implied subjects when translating the text into English. The analysis shows that both ChatGPT and DeepL exhibit high-level intelligence when dealing with the implied subjects. They can flexibly adjust sentence structures to maintain the implicitness or to make the implied subjects explicit. The analysis further reveals that ChatGPT performs better in accurately inferring the implied subjects, which thereby reflects ChatGPT’s superior contextual understanding capability. The comparison of the source text and target texts also shows that ChatGPT’s translation is more succinct, nuanced, and easier to read. DeepL’s translation, by comparison, prioritizes reducing potential misunderstanding. This research tentatively concludes that, though not specialized for translation, ChatGPT translates with higher accuracy and demonstrates more sophisticated intelligence compared to DeepL when translating literary texts.

A STUDY OF RELATIONSHIP BETWEEN INTUITION AND CREATIVITY

Main problem. At the moment, in post-Jungian personality typologies (socionics and MBTI) there are a lot of conflicting hypotheses regarding the intuition / sensory scale.Purpose. Purpose of this article was to testing the content of the Intuition/Sensing scale of Jungian personality types and, namely, the relationship between the Intuition pole and Imagination and Foresight.Methods. For this purpose, we have performed a correlation analysis of typological scales and the scales of the creative thinking model by Williams and the thinking styles model by Epstein.Results and their significance. The results of the analysis demonstrate a statistically significant relationship between the Intuition pole and Imagination. Consequently, it manifests itself in the fact that Intuitive people are more creative than Sensing types people. The Intuition/Sensing scale did not show any correlation with thinking styles by Epstein. According to Epstein, Intuitive thinking style correlateswith the Ethics pole, and Rational thinking style —with the Logic pole. These conclusions are also supported by the relationship between Intuitive thinking style by Epstein and high levels of Emotional Intelligence as measured with the RMET questionnaire. Another important result of this study is the examination of relationship between level of Creativity and Intuitive or Rational thinking styles by Epstein. The results of analysis have shown that high levels of Creativity correlate with high values of both Intuitive and Rational thinking. This suggests that people with a highly developed thinking ability, regardless of its style, are more creative.

EMOTIONAL INTELLIGENCE: THE KEY TO SUCCESS IN PROFESSIONAL ACTIVITIES

At the current stage of societal development, the demands placed on the education system, the quality of professional training, and the formation of essential professional characteristics are on the rise. These foundationsare predominantly established during university-level training. An individual's social success is undoubtedly linked to their knowledge, skills, erudition, and overall ability to think -collectively referred to as general intelligence. However, often possessing a high level of general intelligence alone is insufficient. The concept of emotional intelligence emerged as a response to the evolving understanding of general intelligence in social contexts. It became evident that there could be a significant gap between a person's general intelligence and their social success, particularly in university environments. Consequently, emotional intelligence has been recognized as a crucial factor influencing the effectiveness of future professionals, as it promotesa humanistic approach to personal development and training, facilitates self-acceptance, and supports the personal maturity of upcoming professionals.The authors advocate for the necessity of nurturing emotional intelligence among students to effectivelyaddress professional challenges. Within contemporary educational contexts, fostering social success among future educators has become a critical objective, especially given the evolving demands of the teaching profession and the increasing socio-cultural dynamism. A teacher's social success extends beyond merely possessing professional skills and knowledge; it encompasses a comprehensive set of competencies that enable effective interaction with students, colleagues, parents, and society at large.

Perceived Parenting Styles, Emotional Intelligence and Conflict Resolution Styles among Young Adults

Purpose: Parenting styles greatly influence the development of emotional intelligence and conflict resolution styles among young adults since the very early years of their lives. The understanding how parenting styles and emotional intelligence impact conflict resolution styles of young adults has become progressively urgent. The existing study purposes to inspect the relationship between perceived parenting styles, emotional intelligence, and conflict resolution styles among young adults. The practical implication of this research will provide the future generations in better upbringing of their children that possess high levels of emotional intelligence. Methodology: The study was carried out in a single phase. The study was quantitative, and it was conducted to assess the perceived parenting styles by young adults including assessing their emotional intelligence and identifying their conflict resolution style. The sample of the study was 280 (M=140, F=140) recruited from different universities in Islamabad, Pakistan. Three scales were used for assessment: The Perceived Parenting Styles Scale (PPSC), The Schutte Self Report Emotional Intelligence Test (SSEIT) and the Conflict Resolution Styles Inventory (CRSI). Findings: The authoritative parenting style positively correlated with emotional intelligence (r = .47, p < .01) and positive problem-solving (r = .17, p < .01), while negatively relating to conflict engagement (r = -.31, p < .01) and self-protection (r = -.26, p < .01). In contrast, authoritarian and permissive styles were negatively related to emotional intelligence (r = -.13 and r = -.19, respectively) and positively associated with conflict engagement. Males scored higher on emotional intelligence (M = 121.96, SD = 13.73) than females (M = 118.35, SD = 15.87), and PhD students exhibited higher conflict resolution scores than Master's and undergraduate students. These findings highlight the impact of parenting styles on emotional intelligence and conflict resolution skills among young adults. Unique Contributions to Theory, Practice and Policy: The study is guided by The Social Learning Theory by Bandura (1977) sets that young adults copy ways of behaving gained from their childhood, particularly from their parents. Parenting styles perceived during childhood and adolescence could impact how people approach conflicts and social interactions. Another theory which backs this study is Emotional Intelligence theory by Daniel Goleman suggests that individuals consist of a bunch of skills and abilities that would help them in recognizing, understanding and managing their own self emotions as well as emotions of other people. The study recommends that research be conducted in other demographic regions or on a broader level. The study also recommends that other variables such as personality traits and changes over tine should be considered as well for better outcomes.

Relationship of Cultural Intelligence and Global Citizenship Levels of Preservice Teachers in the Philippines

With the global developments, educational institutions play a vital role in fostering cultural intelligence and global citizenship among individuals, including preservice teachers. Despite the plethora of research on cultural intelligence and global citizenship in higher education abroad, little is known about these in the Philippines, let alone their correlation. Employing a quantitative descriptive correlational design, this study investigated the relationship between cultural intelligence and global citizenship levels of 316 Philippine preservice teachers using the Cultural Intelligence and Global Citizenship Scales. The results revealed that although their cognitive cultural intelligence necessitates further development, the preservice teachers are highly competent and confident in communicating and functioning effectively in multicultural contexts. However, they exhibit limited global citizenship attributes, particularly in social responsibility. Most ethnic groups they represented were also identified to have high cultural intelligence and average global citizenship levels. Additionally, while the preservice teachers’ specialization, year level, and overseas experience did not play significant roles in their cultural intelligence levels, the study found their year level to be the lone variable that affected their global citizenship levels substantially. Overall, a positive correlation between cultural intelligence and global citizenship was identified. Aside from implications for strengthening internationalization strategies, recommendations for further investigations were discussed.

The Relationship Between Addiction and Emotional Intelligence in the Ukrainian Socio-Cultural Context: Challenges of Emigration

Introduction: The development of emotional intelligence has a positive impact on the process of adaptation of migrants from Ukraine in the European Union and prevents the spread of addictions. Aim: The aim of this research was to study the relationship between migrants' emotional intelligence and the development of addictions in the context of adaptation to new conditions due to the hostilities. Methods: the study used such methods as testing and questionnaires, respectively, ASI and Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Results: It was found that individuals with a higher level of emotional intelligence have a lower tendency to form various types of addictions, while those with a lower level of EI are more vulnerable to these problems. This suggests that a high level of emotional intelligence contributes to better emotion management, the ability to adapt to stressful situations, and a better understanding of one's own needs and motivations. Conclusion: a high level of emotional intelligence makes it possible to prevent the formation of dependencies in the process of cross-cultural adaptation of migrants from Ukraine to new conditions against the background of a hostilities in Ukraine.

Informative genetic markers of predisposition to the formation of high-level intelligence

This study is devoted to investigating the association of intelligence with a person’s genotype. Comparative psychological and molecular genetic testing was carried out on a representative sample of Belarusian population representatives numbering 746 people. Intelligence quotient (IQ) was determined using D. Wechsler’s test. It was established that the distribution of general intelligence values among the Belarusian population representatives was shifted towards higher results. The persons were divided into low and high IQ groups using the quartile method. The association of intelligence level with genotype was determined using a panel of genetic markers consisting of 18 gene polymorphic variants of neurogenesis, synaptic plasticity and neurotransmitter systems. Molecular genetic testing was carried out using real-time PCR. To automate a search for informative gene combinations associated with cognitive abilities, we used a special computer program that we had previously developed, taking into account the gene interaction effects. 15 most informative combinations of polymorphic gene variants associated with a high intelligence level were identified. These gene variants can be used to assess a genetic predisposition to the formation of high-level intelligence, which will allow assessing the abilities of candidates for extreme activities.

Hippocampal Cognitive Function Based on Deep Learning

Abstract This research focuses on the study of agent behavior decision-making based on hippocampal cognitive functions, aiming to enhance the decision-making capabilities of agents in complex task environments by deeply exploring the crucial role of the hippocampus in learning, memory, and cognitive processes. By drawing inspiration from the biological structure and functional characteristics of the hippocampus, researchers are dedicated to designing and developing more intelligent and adaptive decision-making models to enhance agents' behavioral performance, problem-solving abilities, and adaptability to new situations. To achieve this goal, the research integrates advanced artificial intelligence technologies such as reinforcement learning and deep learning to simulate the complex functions of the hippocampus in memory encoding, storage, retrieval, and cognitive reasoning. This research not only contributes to advancing intelligent systems towards higher levels of intelligence and personalization but also plays a significant role in improving the interaction between intelligent agents and humans, providing intelligent services that better meet user needs. We found that the neural network trained in multi-task learning benefits from a loss term that promotes relevant and irrelevant representations. Therefore, the complementary coding we found in CA3 can provide extensive computational advantages for solving complex tasks. Furthermore, the study emphasizes the importance of further elucidating the functional mechanisms of the hippocampus, with the expectation of providing a more solid theoretical foundation for the optimization and refinement of agent decision-making models in the future.

Study on the Psychological Factor Within the Middle School Footbal Team

The psychological factor is one of the least exploited aspects of football. In sports, developing performance capacity is the primary objective of training. Maintaining motivation and achieving performance are the foundations of the educational-instructional process and have great value as outcomes both individually and for the team. Research hypotheses. (H1). It is assumed that the members of the national football team have average/above-average emotional intelligence (test score => 100), significantly different from the rest of the students in grades VII-VIII, because teamwork and the psychological training included in the preparation develop the mental qualities and properties of the students who play football. (H2). It is assumed that there is a significant correlation between emotional intelligence and the performance of students in the experimental group. Research methods. In the present research, the initial testing was carried out among students in grades VII-VIII and the national football team (February 2024 – May 2024). This research was conducted at “Sf. Ilie” General School in Toplița. The research subjects were 68 students, 35 females and 33 males. Quantitative and qualitative methods were used, and the following methods were chosen: observation, emotional intelligence test (Roco, 2001), performance test (ball sense, heading the ball, complex test, shooting at two goals, bilateral game), and statistical analysis (t-test). Results. The level of emotional intelligence of the students is 86 and 81 in the national football team, below average, which raises a red flag. At the level of the national football team, a strong self-awareness among the students is noted. This indicator has the highest score, 500, far ahead of empathy (-180) and very far ahead of social skills (-360). After applying to the middle school team's training program, we see a significant increase in the level of emotional intelligence. The correlation statistical test and the t-test show a correlation of r=0.86 and a significance of p=0.00 between the initial and final test results. The Pearson correlation shows a strong link between emotional intelligence and the bilateral game (r=0.76), but does not show a significant relationship between emotional intelligence and the other performance indicators. To confirm if the value of r is statistically significant, i.e., if the two variables are correlated, the t-value was calculated. Conclusions. This research confirms that the psychological factor cannot be absent from the preparation of school representative teams. It was confirmed that a high level of emotional intelligence improves the performance of football players, especially in team play, increasing group cohesion. Keywords: football, psychological factor, performance, athletes, school team

PROFESSIONAL INTELLECTUAL ABILITIES OF A FUTURE OFFICER: THEORETICAL TOOLS AND EMPIRICAL RESULTS

Relevance of the study. The development of professional intellectual abilities during training in higher education institutions is a relevant and modern scientific task. This is due to the fact that modern sectors of the economy require specialists with a high level of professional intelligence and systemic knowledge of their specialty. The technological and innovative nature of armed conflicts, military actions and special military operations require a future officer to have a highly developed intellect and the ability to effectively think in different conditions. The purpose of the study was a comprehensive study of the essence and structure of professional intellectual abilities of future officers of the National Guard troops in theoretical and practical aspects. Method and methodology. The declared comprehensive study of the essence and structure of professional intellectual abilities of future officers of the National Guard troops in theoretical and practical aspects was based on modern developments in the field of improving training in higher education institutions, the formation, education and development of personally significant and professional qualities of future officers, the objectification of the value-semantic sphere in the subject-social reality. The methods used in the work were general logical techniques and methods of scientific knowledge, as well as theoretical and empirical ways of obtaining scientific knowledge in a pedagogical context. Research results. the relevance of the problem was proven; the need to develop tools for developing professional intellectual abilities of future officers; provisions on the effectiveness of pedagogical conditions; the structure of professional intellectual abilities of a future officer and the essence of the pedagogical program for their development were revealed; scientific ideas about the modern educational environment as a factor in the development of professional intellectual abilities of future officers were expanded. Scope of application of the results. The scientific results of the work formed the basis for the development of the module «Development of professional intellectual abilities of an officer of the Russian Guard»; served as a scientific and methodological basis for clarifying the results obtained under the main educational program «Legal Support of National Security», «Translation and Translation Studies», «Military-Political Work».

THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND WORK STRESS ON THE QUALITY OF PRIMARY SCHOOL TEACHERS IN AYER KEROH, MELAKA

This study investigated the relationship between emotional intelligence, work stress, and the quality of primary school teachers in Ayer Keroh, Melaka. A sample of 298 teachers participated in the study, completing a questionnaire that assessed emotional intelligence, work stress, and teacher quality. Data analysis was conducted using SPSS version 28.0, employing descriptive statistics and Pearson's correlation.The findings revealed that the teachers in this study generally demonstrated high levels of emotional intelligence and quality, with moderate levels of work stress. A significant positive correlation was found between emotional intelligence and teacher quality (r = 0.231, p < 0.01), suggesting that teachers with higher emotional intelligence tend to exhibit higher quality teaching practices. Conversely, a significant negative correlation was observed between work stress and teacher quality (r = -0.187, p < 0.01), indicating that increased work stress may hinder teacher quality.These results underscore the importance of emotional intelligence in enhancing teacher quality, while highlighting the detrimental impact of high work stress. Therefore, it is imperative for schools and relevant stakeholders to prioritize interventions aimed at fostering emotional intelligence and mitigating work stress among teachers, ultimately contributing to the improvement of overall teaching quality.

Mental health of intellectually gifted individuals: Investigating the nonlinearity of the relationship between intelligence and general mental health

BackgroundDespite intelligence being generally related to better mental health, individuals with extremely high levels of intelligence (also often referred to as gifted) are frequently viewed to be socially maladjusted, emotionally unstable, and eccentric. Although this view has existed for decades, the scientific data on this subject are highly inconsistent and suffer from several methodological limitations.Participants and procedureIn this study, to test whether the relationship between general intelligence and general mental health is nonlinear in such a way that at extreme values of intelligence the relationship turns from positive to negative the data from eight waves of the 1970 British Cohort Study (BCS70) were used (N range from 2,870 to 7,984), with intelligence being assessed at age 10, and mental health being assessed with several different measures at ages 16, 26, 30, 34, 42, 46 and 50. Quadratic regression, as well as spline regression, which divides the dataset into intervals, creates a separate regression for each interval and then smooths out the breakpoints, was used for analyses.ResultsThe results showed that the nonlinear models generally fit the data better than the corresponding linear models.ConclusionsAt high values of intelligence, individuals might begin to experience unique issues affecting their mental health, despite their mental health being at potentially the same or higher level than those with average intelligence. Intellectually gifted individuals have a large potential to have a positive impact on the functioning of the whole society. Recognizing and understanding their problems may prove to be of great importance.

Management and Emotional Intelligence in Managers of Private Universities in A Province of the San Martín Region, Peru

Object: in these last two decades, emotional intelligence has been considered a very important factor for students, professionals in any field of the public and private sectors, even more so if it is indicated that it is the basis for being successful in life. Furthermore, when it comes to management, I am curious to know how university managers are managing. Therefore, it is necessary to know the Determine the relationship between management and emotional intelligence in the managers of private universities in a province of San Martín. Theoretical framework: It focuses on knowing how management and emotional intelligence are occurring in private universities and whether the degree of variability in order to be considered in the actions of professionals who have positions of trust. Method: basic type with quantitative approach, non-experimental design and correlational scope. Results and conclusions: the level of management of the managers is good, with 72%. The level of emotional intelligence is average at 66.7%. It was concluded that the correlation is very low with a negative direction of -0.39, with a significance of 0.879; Therefore, in the face of a higher p-value (0.879> 0.05) with a bilateral test, the alternative hypothesis is rejected and it is accepted that there is no significant relationship between management and emotional intelligence of the directors of private universities. Implications of the researc: with this research it has been shown that the management carried out by managers is not associated with emotional intelligence. Therefore, just because managers perform good management does not necessarily indicate that they have a high level of emotional intelligence.

Emotionally Tailored Web-Based Instruction: A Catalyst for Improved Performance Across Emotional Intelligence Levels

This study examined the impact of emotionally sound web-based teaching on the learners' achievement regarding English grammar. Emotions play a crucial role in education, influencing students' ability to process information and learn effectively. The education system is not giving importance and attention to emotional intelligence education in schools and colleges. They often stress on IQ and not on EI. This study aims to improve English grammar performance by using emotionally sound web-based instruction, addressing the impact of emotions on learning outcomes. The sample of the population for this study was 183 Form Three students selected from a secondary school in Peninsular Malaysia. The research instruments included Pre-test, Post-test, and Trait Emotional Intelligence — Short Form (TEIQue-SF). The research design for this study is Quasi-Experimental with pre-test and post-test designs. In this study, the independent variable would be the instructional strategies, under two types of treatment conditions as well (Web-based Instruction with Emotional Element (WBIe) and Web-based Instruction without Emotional Element (WBIwe), and a moderator variable (level of emotional intelligence)) in two levels of emotional intelligence (high and low level of emotional intelligence). A simple 2×2 factorial design was employed here. The results indicated that students in WBIe were performing better rather than in WBIwe in terms of student success in learning English Grammar and between students of emotional intelligence with a high level on each of the WBIe and WBIwe types had the same score. It was found that the emotional intelligence level has a role in the WBIe and the WBIwe performance of the students. The emotional intelligence of high EI students scored higher on English grammar than the EI of low EI students. The results of this study established a link between sound web-based instruction and instruction; it also serves as a call for an instructional designer to understand clearly, why and how emotions affect learning. They can use this to determine how to harness their emotions toward the most effective kind of learning.

Analysis of Students' Mathematical Communication Skills Based on Verbal-Linguistic Intelligence in Solving Linear Program Problems

Students' ability to communicate, especially in learning mathematics, is still relatively low. Communication skills, especially in solving story problems, are more or less influenced by the intelligence of each student, one of which is verbal linguistic intelligence. This research is a qualitative research with a phenomenological approach. The subjects in this study were grade XI students at Bina Dharma 2 Bandung High School in the 2022/2023 school year totaling 22 students. The sampling technique used Purposefully select. The results showed that students with high linguistic verbal intelligence level were able to answer 5 indicators of mathematical communication ability, students with medium linguistic verbal intelligence level were able to answer 3 indicators of mathematical communication ability, and students with low linguistic verbal intelligence level were able to answer 1-2 indicators of mathematical communication ability.

Transition from machine intelligence to knowledge intelligence: A multi-agent simulation approach to technology transfer

Abstract The traditional machine intelligence system lacks deep understanding and reasoning ability. This study took the automatic driving system in multi-agent as an example to bring higher-level intelligence and decision-making ability to automatic driving through knowledge intelligence. It obtained real-world geographic information data from OpenStreetMap, preprocessed the data, and built a virtual environment. The inception model was used to identify information in environmental images, and the knowledge information of traffic regulations, road signs, and traffic accidents was expressed to build a knowledge map. The knowledge related to automatic driving was integrated, and automatic driving training was carried out through the reward mechanism and the deep Q-network (DQN) model. About 13 kinds of traffic situations were set up in the virtual environment, and the traditional machine intelligence autonomous driving and knowledge fusion autonomous driving multi-agent were compared. The results show that the average number of accidents in 100,000 km of traditional machine intelligence autonomous driving and knowledge fusion autonomous driving multi-agents was 3 and 1.4, and the average number of violations in 100,000 km was 4.3 and 1.8, respectively. The average graphics processing unit (GPU) utilization rate of knowledge fusion autonomous driving in 13 virtual environments was 75.9%, and the average peak GPU utilization rate was 96.1%. Knowledge fusion of autonomous driving multi-agents can effectively improve the safety of autonomous driving and enable autonomous driving multi-agents to have a higher level of decision-making ability.

Improving Soccer Coaching: Considerations of Individual Learning Styles, Intelligence Levels, and Motivation

Problem statement. In the increasingly complex and competitive world of soccer, training approaches that do not consider differences in individual learning styles, intelligence levels, and player motivation can be a serious obstacle in producing quality players. The lack of a holistic coaching approach based on differences in learning styles, intelligence levels, and motivation in training soccer players, which has the potential to hinder the development of optimal soccer playing skills among students, is a specific problem in this study. Purpose. The purpose of this study is to develop a holistic and innovative soccer coaching approach, which not only takes into account differences in individual learning styles and intelligence levels, but also increases player motivation. Thus, it is expected to be able to produce high-quality soccer players and improve the mastery of big ball games in physical education in schools. Methods. This type of research is a Quasy experiment with a study population of 140 men, the sample amounted to 44 male students. The instruments used were soccer playing skills test and general intelligence test. The data were analyzed using two-way analysis of variance with the help of Statistical Package for the Social Sciens 23. Results. The results of the study are as follows: (1) in general, the soccer playing skills of students who learn to use the global method are better than the elementary method; (2) there is an interaction between training methods and intelligence levels on the ability to play soccer; (3) at high intelligence levels, the global method is better than training using elementary learning methods to improve students' soccer playing skills; (4) at low intelligence levels, the elementary method is better than training using the global method in improving students' soccer playing skills. Conclusions. It can thus be concluded that improving soccer training cannot be underestimated without seriously considering individual learning styles, intelligence levels, and player motivation. Based on the findings, a holistic approach that integrates learning style preferences, designs training strategies that match intelligence levels, and understands motivational factors, opens the door to more adaptive and successful soccer learning. Keywords: Methods, Learning, Intelligence, Play, Soccer.

Gifted children and their peers perceived parental attitudes, psychosocial problems and quality of life

Introduction and aim. Gifted children are defined as extraordinary children due to their high level of intelligence and specific skills. This study aimed to examine gifted children and their peers perceived parental attitudes, quality of life (QoL), and psychosocial problems. Material and methods. The study sample consisted of two groups: (1) gifted children (study group) and their parents and (2) peers (control group) and their parents. Data were collected using a descriptive characteristics form, the parental attitude scale (PAS), the pictorial pediatric symptom checklist (PPSC) and the pediatric quality of life inventory (PedsQL). Results. Both groups were similar in terms of age, gender and grade level. It was mostly the mothers who completed the data collection forms. The study and control groups had a mean PAS score of 94.18±0.738 and 99.31±0.798, respectively and a mean PPSC score of 16.11±0.475 and 16.76±0.480, respectively. The study and control groups had a mean QLS score of 83.19±0.70 and 80.28±0.83, respectively. There was a weak positive correlation between the PAS and PPSC scores (r=0.92; p<0.166). Conclusion. It is recommended that parental attitudes and their effects on children’s psychosocial status and QoL be monitored and that parents be supported. Parental attitudes and a child’s psychosocial and behavioral problems and QoL levels should be assessed to by health professionals be able to improve the well-being of both children and their parents.