The cognitive advantages of gifted children have long attracted attention, yet most evidence has been derived from behavioral outcomes such as accuracy and reaction time, offering limited insight into the underlying cognitive processes. This study adopted a process-oriented approach to examine whether and how gifted children differ from their non-gifted peers in terms of attentional resource allocation in exploitative versus exploratory tasks with different levels of difficulty. Fifty gifted (138.22±6.23 months) and fifty-one non-gifted (107.94±5.26 months) primary school children were recruited and completed an exploitative task and an exploratory task with low, medium, and high difficulties. Accuracy and reaction time were measured as behavioral level outcomes. Task-evoked pupil response (TEPR) was measured using eye-tracking and served as the physiological index of attentional allocation. Results showed that gifted children consistently outperformed non-gifted peers in accuracy across both tasks and all difficulty levels, with group differences increasing as task difficulty rose. The advantage of gifted children in reaction time was evident only at low difficulty level in both tasks. For TEPR, gifted children showed greater attentional resource allocation only in high-difficulty exploitative tasks, with no group differences in exploratory tasks. Taken together, these findings highlight both the stable behavioral-level advantages and the physiological-level selective resource investment strategies of gifted children under a variety of cognitive demands.

Scientific creativity is a crucial indicator of adolescents’ potential in science and technology, and its automated evaluation plays a vital role in the early identification of innovative talent. To address challenges such as limited sample sizes, high annotation costs, and modality heterogeneity, this study proposes a multimodal assessment method that integrates data augmentation and pseudo-labeling techniques. For the first time, a joint enhancement approach is introduced that combines textual and visual data with a pseudo-labeling strategy to accommodate the characteristics of text–image integration in elementary students’ cognitive expressions. Specifically, SMOTE is employed to expand questionnaire data, EDA is used to enhance hand-drawn text–image data, and text–image semantic alignment is applied to improve sample quality. Additionally, a confidence-driven pseudo-labeling mechanism is incorporated to optimize the use of unlabeled data. Finally, multiple machine learning models are integrated to predict scientific creativity. The results demonstrate the following: 1. Data augmentation significantly increases sample diversity, and the highest accuracy of information alignment was achieved when text and images were matched. 2. The combination of data augmentation and pseudo-labeling mechanisms improves model robustness and generalization. 3. Family environment, parental education, and curiosity are key factors influencing scientific creativity. This study offers a cost-effective and efficient approach for assessing scientific creativity in elementary students and provides practical guidance for fostering their innovative potential.

The application of programming statistical analysis software is becoming more and more extensive, and it also plays a great role in the exploration of psychological mechanism. On the basis of previous literature, this paper constructs a multi-layer model based on statistical theoretical model framework and programming software, trying to explore the influence mechanism of class and family environment on children’s psychological needs and creativity. A test and questionnaire survey were conducted on 408 students from 16 classes in grades 1 to 3 in four primary schools in a city in China. SPSS 2 3.0 and a computer programming statistical software Mplus 8.3 were used to conduct a multi-level regression equation model analysis. This paper reveals the theoretical basis of data analysis and shows the idea of cross-layer model through part of programming code. Finally, the results showed that (1) Parental psychological control negatively predicted children’s creativity potential; (2) Parental psychological control and behavioral control negatively predicted the satisfaction of children’s basic psychological needs; (3) The satisfaction of basic psychological needs positively predicted the development of children’s creativity potential. (4) Basic psychological needs play a mediating role between parental psychological control and children’s creativity potential. (5) Creative classroom environment positively predicted the satisfaction of some children’s basic psychological needs. (6) Basic psychological needs play a cross-level mediating role between creative classroom environment and children’s creativity potential.

The present study is a short-term intervention program aimed at cultivating children's creativity based on the 'butterfly model' of nurturing creativity, adopting a 2 x 3 mixed experimental design with placebo and no-treatment groups. They also received the equal intervention after the experimental group finished for the sake of fairness to all the participating children. A total of 74 Chinese children aged 5-9 participated in the study. The experimental and control groups were assessed using the following scales: Creativity Assessment Packet, and Parenting Styles and Dimensions Questionnaire. After two weeks of intervention, children showed improvement in state-like variables, such as divergent thinking and creative tendencies, while their trait-like variables, such as intelligence, and the parental rearing patterns of their family members, did not show any improvement. The study provided a prudent paradigm for evaluating educational courses and established a foundation for future long-term research on cultivating children's creativity.

This study employed meta-analytic structural equation modelling (MASEM) to investigate the role of cool executive function (EF) as a mediator in the relationship between socioeconomic status (SES) and children's academic achievement. We analysed data from 70 empirical articles including a total of 58,818 students published before November 2023 and observed that EF plays a partial mediating role in the relationship between SES and academic achievement, with a significant indirect effect (b = 0.083). The longitudinal subsample also showed a partial mediating effect. Furthermore, moderator analyses revealed that the indirect effect of EF tended to decrease with age. This study highlights the importance of EF in narrowing the SES-achievement gap and emphasizes the development of EF in early childhood. Educational relevance statement: Whether socioeconomic status indirectly affects children's academic achievement by influencing their executive function has been a controversial topic. This study confirmed this mechanism by integrating previous inconsistent findings through a meta-analytic structural equation modelling approach. The findings not only clarify the mechanism theoretically, but also practically alert policymakers, teachers, and parents to pay attention to executive function and thus help disadvantaged children improve their academic achievement.

Based on big data, we explored the mediating features of adolescents’ academic performance. Using the methods of data analysis and model building, we mined students’ personal information, family background, and academic performance. Features such as academic performance were extracted. The model predicted academic performance precisely. The mediating effect analysis results revealed the mediating role of specific features in the model. The results of this study provide information for school management and educational policy-making and help to understand the complex mechanisms of adolescents’ academic achievement formation.

This study aimed to explore the relationship between parental autonomy support and adolescents’ academic performance in mathematics and to examine the mediating roles of the need for cognition and mathematical metacognition in this relationship. A total of 1,268 secondary school students from Grades 7 to 10 completed the survey questionnaires. The findings revealed two key points: (1) there was a small but significant positive correlation between parental autonomy support and mathematics academic achievement across the entire sample (r = 0.09, p < 0.01), with the correlation being highest in Grade 9 (r = 0.19, p < 0.01); and (2) parental autonomy support influenced academic achievement in mathematics through the mediation of the need for cognition and mathematical metacognition, with a total effect size of 0.13.

Objective:The primary objective of this randomized controlled trial was to find a more economical and feasible intervention for maladaptive perfectionism, which is a risk and maintenance mechanism for various psychopathologies.Methods:In total, 64 university students who met the total inclusion criteria were randomly assigned to either group CBT with positive psychotherapy intervention or a 16-week waitlist (WL). The intervention group received 2 h of therapy for eight weekly sessions. Measurements of maladaptive perfectionism and the symptoms of depression and anxiety were conducted at baseline, post-intervention, and follow-up.Results:There was no statistically significant difference in the scores of the Frost Multidimensional Perfectionism Scale, Self-Rating Depression Scale, and Self-Rating Anxiety Scale between the intervention group and the waitlist group at baseline (all p > 0.05). The intervention group had a significant main effect of time and a time × group interaction effect of the maladaptive aspects of perfectionism, Concern over Mistakes and Doubts about Actions, and depression and anxiety scores in comparison with the waitlist group at the post-intervention and 8-week follow-up and had no statistically significant effects on the scores for Personal Standards, Parental Expectation, and Parental Criticism. The analysis showed that group intervention reduced symptoms of depression and anxiety while reducing maladaptive aspects of perfectionism.Conclusion:This study added to the literature on CBT interventions for maladaptive perfectionism and indicated that group CBT with positive psychotherapy intervention had substantial long-term effects on the maladaptive perfectionism of university students in China. Moreover, the results indicated that the intervention increased participants' self-acceptance.

培养拔尖创新人才是国家长远发展的大计，天才儿童是拔尖创新人才的重要来源。随着对人才认识的不断加深，世界各国开始重新认识天才儿童，其内涵不断丰富，由单维智力转为多维能力和才能，由关注静态能力转为关注个体与环境互动过程中能力的动态发展。我国素来重视天才儿童教育，新中国成立以来，对天才儿童教育的探索也历经积极探索时期和创新实践时期，并取得了一定的成效。如总结了科学化的鉴别标准和工具；探索了多样化的培养模式；培养了一批优秀人才。但目前我国的天才儿童教育还面临着缺乏新近独立自主知识产权的选拔测评系统，专业选拔和评价队伍有待提高，管理和保障制度不完善等挑战。在新时代，应进一步明确天才儿童教育的目标与原则，不断创新路径，推动我国天才儿童教育迈向新台阶。

与时俱进的创新精神是国家和民族发展源源不竭的动力。建设社会主义现代化强国离不开强有力的拔尖创新人才队伍。作为拔尖创新人才的核心储备力量，天才儿童亟需被给予高度的关注和相适应的教育。美国为天才儿童教育配置了顶级的教育资源，且拥有先进、创新性的经验：多元化的天才儿童界定和培养模式，为天才儿童的充分发展提供了更多可能性；完备的立法和政策保障，使天才儿童获得了平等的教育资源和发展机会；创新的科学研究结合不断探索的实践经验，为天才儿童教育提供了新的思路和方法。天才儿童教育的高质量发展也促进了美国在科学和技术等各方面的飞速提升。

： Entrepreneurial environment is a key factor to promote entrepreneurial activities.Through four studies, implicit research methods and SEM were applied to construct and verify the six-factor implicit evaluation model of the entrepreneurial environment in Dongguan.In Study 1, from 11 unstructured interviews, 118 unstructured questionnaires and literature, 49 items were extracted to describe characteristics of an ideal entrepreneurial environment.In Study 2, from 217 semi-structured questionnaires, 6 factors including 28 items were obtained by EFA.In study 3, from 249 structured questionnaires, 6 factors including 21 items were revised by CFA.In study 4, the revised scale was applied to investigate feelings of Dongguan citizens on its entrepreneurial environment.it showed that the overall satisfaction score was at a relatively good level: 3.713.Among the six factors, satisfaction scores from high to low were: humanistic atmosphere: 3.

新加坡以“天才教育计划”作为指导其天才教育的纲领性文件，并设立了天才教育处自上而下的领导和监督天才教育的实施。新加坡的天才教育探索已经有近40年的经验，形成了相对完整的天才教育体系，在天才儿童的选拔机制、培养模式、融合安置、师资配备等方面的建设都比较完善。其天才教育政策鲜明，充分考虑了天才儿童的非智力因素发展，提高了新加坡的国家竞争力与国民素质，为新加坡培养了一批拔尖人才。

以34项实证研究（38个独立样本）为对象，采用元分析结构方程模型，探讨了执行功能在家庭社会经济地位与学业成就间的中介作用。结果发现：（1）家庭社会经济地位既直接影响学业成就，也通过执行功能间接影响学业成就。部分中介模型成立；（2）被试年龄和性别的调节作用显著。

经过多年探索，德国在天才儿童鉴别和选拔方面研发了成熟且系统的多维天才模型和测试工具。同时，通过完善的机构、组织和协会开展了天才教育教师的师资培训，为天才儿童及其家长提供了咨询服务和长期的纵向追踪研究。而在意识方面，德国从官方到民间都非常重视天才儿童教育，并为天才儿童教育的开展提供了重要的资金支撑。

Based on the theories of ecosystem and self-determination, a questionnaire survey was conducted among 1,372 students from four grades (7th to 10th) in three middle schools in Chengdu, Xi'an, and Hangzhou. The study aimed to investigate the relationship between parental autonomy support and adolescents' academic performance, as well as the mediating role of metacognition and the moderating effect of grade level. The results revealed the following: 1. Parental autonomy support significantly and positively predicted adolescents' academic performance; 2. Metacognition played a significant mediating role in the relationship between parental autonomy support and adolescents' academic performance; 3. Grade level moderated the first half of the mediation model, specifically the impact of parental autonomy support on adolescents' metacognition. This study constructed a theoretical model that explores the combined influence of environmental factors (parental autonomy support) and individual factors (metacognition) on academic performance. It provides a theoretical basis and empirical support for gaining a deeper understanding of the underlying mechanisms by which parental autonomy support affects academic performance and offers insights for enhancing adolescents' academic achievement.