Abstract: Fluid intelligence declines along with age, but it can be developed. For this reason, increasing fluid intelligence in young adults can be possible. This study examined the effects of a two-month treadmill exercise program on fluid intelligence. The researcher designed a treadmill exercise program to promote cardiorespiratory fitness. Thirty-eight healthy voluntary students from the Boromarajonani College of Nursing, Chon Buri were assigned randomly to an exercise group (n=18) and a control group (n=20). The experiment consisted of three sessions: The baseline session consisted of measuring the VO2max, electroencephalogram and behavioral response during performed the Raven Progressive Matrices (RPM) test, a measure of fluid intelligence. For the exercise session, an experimental group exercises using treadmill training at 60 % to 80 % maximum heart rate for 30 mins, three times per week, whereas the control group did not exercise. For the following two sessions, each participant was measured the same as baseline testing. The data were analyzed using the t-test to examine whether there is significant difference between the means of the two groups. The results showed that the mean VO2 max in the experimental group were significantly more than the control group (p
Abstract: Achievement motivation is believed to promote
giftedness attracting people to invest in many programs to adopt
gifted students providing them with challenging activities.
Intellectual giftedness is founded on the fluid intelligence and
extends to more specific abilities through the growth and inputs from
the achievement motivation. Acknowledging the roles played by the
motivation in the development of giftedness leads to an effective
nurturing of gifted individuals. However, no study has investigated
the direct and indirect effects of the achievement motivation and
fluid intelligence on intellectual giftedness. Thus, this study
investigated the contribution of motivation factors to giftedness
development by conducting tests of fluid intelligence using Cattell
Culture Fair Test (CCFT) and analytical abilities using culture
reduced test items covering problem solving, pattern recognition,
audio-logic, audio-matrices, and artificial language, and self report
questionnaire for the motivational factors. A number of 180 highscoring
students were selected using CCFT from a leading university
in Malaysia. Structural equation modeling was employed using Amos
V.16 to determine the direct and indirect effects of achievement
motivation factors (self confidence, success, perseverance,
competition, autonomy, responsibility, ambition, and locus of
control) on the intellectual giftedness. The findings showed that the
hypothesized model fitted the data, supporting the model postulates
and showed significant and strong direct and indirect effects of the
motivation and fluid intelligence on the intellectual giftedness.