Analysis of the Most Promising Parametric Linear Methods for Studying Intellectual Competence

Abstract

The article examines parametric linear models of the productivity of the intellectual activity of older adolescents. The study involved 100 older students (15 years old). The methodological bases of the research are: “Conceptual synthesis”, “Moods”, “Methods for diagnosing the level of reflexivity”, “Comparison of similar drawings”, and “Interpretation”. The results of the study allow us to conclude that among all the methods of statistical analysis used in the study, data normalization using z-scores, discriminant (stepwise) analysis, factorial (exploratory and confirmatory) analysis with varimax rotation, and regression (multiple) analysis, the following method showed the best results: factorial analysis. The factor structure of intellectual competence can be described by indicators of conceptual (conceptual), intentional (mentality and beliefs), and metacognitive abilities (reflexivity and reflectivity). Thus, factor analysis is the most flexible model for studying fuzzy sets and nonlinear connections of psychological constructs on the example of indicators of intellectual competence. However, the reliability of the models obtained (variance explained) is insufficient for methods that are more reliable. The facts obtained direct us to find more suitable analysis tools.