Differential psychology

Background. In a rapidly changing society, locus of control becomes an important psychological indicator reflecting an individual’s readiness to actively manage their own life. Research shows that an internal locus of control is associated with higher levels of psychological well-being, academic achievement, and social responsibility. The relevance of studying the factors that influence the development of locus of control in childhood and adolescence is determined by its high plasticity during this period and the possibility of targeted influence through the family environment.

Objective. The present study focuses on the relationship between parental and child locus of control in the context of parent–child relationships in intact two-child families. Particular attention is given to the analysis of both direct and indirect influences (through parental attitudes) of parental locus of control on children’s locus of control.

Design. The sample consisted of 278 families (N = 1,112 individuals). The Questionnaire of Locus Control and the “Parent-Child Interaction” questionnaire were used for assessment. Data analysis was conducted using the Actor–Partner Interdependence Model (APIM).

Results. Parents with a more internal locus of control demonstrated more positive attitudes toward their children, which in turn was positively associated with the development of an internal locus of control in siblings. Maternal locus of control was found to play a particularly important role, exerting both direct and indirect influences on children’s locus of control. Within the parental dyad, maternal influence was expressed not only as actor effects but also as partner effects, through its impact on paternal attitudes toward the children. It was also shown that children’s subjective perception of a parental positive attitude is a particularly significant mediator between parental and child locus of control.

Conclusion. The obtained data emphasize the significance of the family environment, specifically positive parental attitude, in the formation of locus of control in children.

Background. Visuospatial working memory (VSWM) is critical for academic achievement, particularly in mathematics. The Corsi Block-Tapping Test (CBTT) is one of the most widely used tools to assess VSWM, traditionally relying on span length as the primary performance indicator. However, recent research suggests that additional metrics, such as accuracy and reaction time (RT), may offer complementary insights. Despite this, RT remains underexplored in studies examining VSWM development and its links to academic outcomes such as math performance.

Objective. To investigate age- and sex-related changes in VSWM using CBTT accuracy, span, and RT, and to examine how these metrics relate to math achievement across school grades and sexes.

Design. Data were collected from 2,749 Russian pupils (53% girls), aged 10 to 18 years (M = 13.89, SD = 2.08), enrolled in grades 5 to 11 in two regions (Nizhny Novgorod and Irkutsk). Regression analysis was applied to three indicators of CBTT and math achievement that was measured by average school grades.

Results. CBTT accuracy increased and RT decreased from grades 5 to 8, then both increased post-grade 9, suggesting a developmental shift. Accuracy predicted math grades in grades 5–9 but not later; RT was a stable negative predictor across all grades. Sex did not moderate VSWM–math associations, though girls showed greater RT efficiency in late adolescence.

Conclusion. VSWM develops along non-linear trajectories that differ by metric. Multi-indicator assessment is essential, and school grades should be interpreted with caution as proxies for math ability.

Background. Fluid intelligence is an integral cognitive ability that involves solving new non-standard problems. It strongly predicts academic and professional achievement, whereas a low level of fluid intelligence is an important predictor of learning problems. Clinical studies of fluid intelligence are of interest for the development of training programs in various groups of children with special needs. This article presents a study on fluid intelligence in children with learning disabilities.

Objective. This study aimed to investigate characteristics of fluid intelligence and its relationships with other cognitive characteristics in children with learning disabilities.

Design. This study involved 93 children, divided into two groups: 55 typically developing children (control group) and 38 children with learning disabilities (clinical group). To assess intelligence characteristics, this study employed the Kaufman Assessment Battery for Children (KABC-II) and the Wechsler Intelligence Scale for Children Fifth Edition (WISC-V).

Results. A reduction was found in fluid intelligence, working memory, short-term memory, long-term memory, processing speed, visual-spatial abilities, and verbal abilities in the group of children with learning disabilities compared to the control group. In the clinical group, fluid intelligence was strongly associated with a greater number of cognitive parameters compared to the control group.

Conclusions. It is possible to assume that a close connection of fluid intelligence with the assessed cognitive characteristics in the group of children with learning disabilities may be due to general challenges in cognitive development.

Background. After decades of research, gender differences in spatial abilities (SA) remain poorly understood. Among factors that may contribute to these differences are self-perceived SA, inclinations, everyday behaviour and interests in SA-related activities, and related personality characteristics. In order to understand these links, a multifactorial approach is needed.  

Objective. This study explored the relationships among SA, spatial interests, and personality among adolescent boys and girls.

Design. The study recruited 660 participants (mean age = 15.04, SD = 1.08; 48% females) from public schools. Participants contributed data on a battery of SA tests; 8 personality traits: Big Five and Dark Triad; as well as SA-related activities: spatial interests and school commute information (mode and time) as a proxy for everyday spatial behaviour.

Results. Weak-to-moderate mean gender differences were observed: males scored higher on spatial ability, spatial interests, machiavellianism, and psychopathy; and females on agreeableness, openness to experience, and neuroticism. Hierarchical regression analyses revealed some gender differences in associations among personality traits and SA. In males, openness to experience and conscientiousness were significantly related to SA test performance. In females, openness to experience, extraversion, agreeableness, and machiavellianism contributed to SA performance. Although spatially-related interests were linked to SA, they were not significantly predicted by personality traits. Everyday spatial behaviour showed no relationship with personality traits or SA. 

Conclusion. The study replicated patterns of gender differences in spatial ability, spatial interests, and personality reported in previous literature. The results showed differential links between personality traits and spatial ability for males and females. However, the overall amount of variance explained in spatial ability was very small, suggesting that other factors are more prominent sources of gender differences in spatial ability. 

Background. This study is based on the idea of unity between affect and intelligence. It explores how different types of intelligence (fluid, verbal, self-assessed, and emotional) contribute to emotional creativity and implicit theories of creativity and emotion.

Objective. To identify the contributions of various types of intelligence to emotional creativity and the implicit theories of creativity and emotion.

Design. Linear regression and mediation analyses were conducted on a sample of 244 students. These analyses aimed to uncover the relationships between different types of intelligence, emotional creativity, and related components of self-awareness (at the levels of self-assessment and implicit theories).

Results. The findings demonstrated the intricate connections between various forms of intelligence – fluid, crystallized, emotional, emotional creativity, and self-awareness components such as self-assessment of intelligence and creativity. Specifically, the impact of intelligence on emotional intelligence traits and emotional creativity was mediated by measures of self-esteem in intelligence and creativity. To test specific hypotheses, we conducted a series of regression analyses and developed two structural models. The first model included linear regression equations with each emotional creativity (EC) scale as the dependent variable and both types of intelligence, as well as self-assessments—SAI and SAC—as predictors. The second model demonstrated the mediation effect of implicit theories of emotions (ITE) in the influence of emotional intelligence (EI) on emotional creativity.

Conclusion. This study highlights the complexity of the interplay between different types of intelligence and emotional creativity. It reveals the mediating role of self-esteem in these relationships and underscores the distinct nature of emotional creativity domains. Additionally, it establishes the link between implicit theories of emotions and creativity, with emotional intelligence and self-esteem, offering valuable insights for further research.