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Triarchic Theory of Intelligence01:24

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Updated: Jan 10, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Developing Successful Intelligence in Global Academia: A Triarchic Framework for EAP Pedagogy.

Yang Yu1, Yingying Xu1, Yongkang Wu1

  • 1School of Foreign Languages, Dalian Maritime University, Dalian 116026, China.

Journal of Intelligence
|November 26, 2025
PubMed
Summary
This summary is machine-generated.

International students need more than analytical skills for academic success. A new framework emphasizes successful intelligence, integrating creative and practical abilities for global academia.

Keywords:
English for Academic Purposes (EAP)Triarchic Theory of Intelligenceacademic literaciescreative intelligencepractical intelligencesociocultural theorysuccessful intelligence

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Last Updated: Jan 10, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

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Area of Science:

  • Cognitive Psychology
  • English for Academic Purposes (EAP)

Background:

  • Traditional EAP focuses on analytical intelligence, which is insufficient for global academia.
  • International students face multifaceted demands in higher education.
  • Robert Sternberg's Triarchic Theory of Intelligence offers a broader perspective.

Purpose of the Study:

  • To propose a new conceptual framework for international student success.
  • To integrate cognitive psychology and EAP research.
  • To develop a holistic model for academic achievement.

Main Methods:

  • Critical review of EAP pedagogical practices.
  • Analysis of Robert Sternberg's Triarchic Theory of Intelligence.
  • Incorporation of sociocultural approaches to academic literacies.

Main Results:

  • Successful intelligence, encompassing analytical, creative, and practical abilities, is crucial.
  • Existing EAP tasks can be mapped onto the triarchic model.
  • A balanced development of all three intelligences is needed.

Conclusions:

  • The proposed "Triarchic EAP Model" integrates analytical, creative, and practical intelligence development.
  • This model offers a more holistic approach to student support.
  • EAP classrooms can foster multifaceted intellectual skills for sustainable success in global academia.