The Effectiveness of the Maher Crystallized Intelligence Educational-Psychological Intervention on Enhancing Fluid Intelligence and Socio-Cultural Intelligence

This study aimed to investigate the effectiveness of the Maher Crystallized Intelligence Psycho-Educational Intervention in enhancing fluid intelligence and socio-cultural intelligence among elementary school students. A quasi-experimental research design with a pretest-posttest-follow-up structure and control group was employed. The participants included 40 students aged 10 to 12, randomly assigned to experimental and control groups. The intervention consisted of 14 structured 90-minute sessions based on the Cattell–Horn–Carroll (CHC) theory and focused on enhancing multiple dimensions of crystallized intelligence. Data collection tools included the Maher Multifunctional Fluid Intelligence Test (MMFIT) and the Maher Crystallized Intelligence Test (MCIT), each validated in previous studies. Mixed multivariate analysis of variance (MANOVA) and Bonferroni post hoc tests were conducted using SPSS version 27, following confirmation of statistical assumptions. The results indicated statistically significant improvements in all dimensions of fluid intelligence (perception, reasoning, attention, memory, and processing speed) and socio-cultural intelligence (cultural, economic, social, spiritual, managerial, and philosophical) in the experimental group compared to the control group (p < .001). Interaction effects between time and group were large, with partial eta squared values ranging from .60 to .83. Bonferroni comparisons confirmed significant mean increases from pretest to posttest and follow-up in the experimental group, while no significant change was observed in the control group across stages. Additionally, the posttest–follow-up results showed no significant decline, indicating sustained intervention effects. The Maher Crystallized Intelligence Intervention was effective in significantly improving and maintaining both fluid and socio-cultural intelligence among elementary school students. The multidimensional, culturally adapted structure of the intervention demonstrates its potential for application in educational and developmental settings aiming to foster holistic cognitive and social-emotional growth.