This study assessed Robert Sternberg's theory of successful intelligence (TSI) training in teaching and learning situations to improve academic achievement, triarchic (analytical, creative, practical) thinking, and socioemotional outcomes. The analyses included all references from several databases (Web of Science, ProQuest, Elsevier, Google Scholar, and bibliographies of related articles) from 1998 to 2019 that implemented the successful intelligence training program in a variety of ways. Possible moderators, selection criteria, subject areas, and grade levels were investigated. A total of 24 studies (19 articles) were included in the meta-analysis. The results revealed that successful intelligence training has a positive effect on students' overall achievement, g = 0.63, SE = 0.11, 95% confidence interval (CI) [0.41, 0.85], k = 24, z = 5.98, p < .001, under a random-effect model. After adjusting for publication bias, the effect size (ES) g was 0.35, SE = 0.12, 95% CI [0.10, 0.60]. The ES was the largest for socioemotional outcomes, followed by triarchic outcomes and then achievement outcomes. High-IQ-based selected participants received higher ES than teacher-selected participants. Regarding subject areas, science and general triarchic training differed significantly. Among the grade levels, high-school level and primary level differed significantly. Moreover, intervention duration negatively moderated the ES significantly. Gender did not moderate the ES. All student participants benefited from the successful intelligence training program, and this benefit was greater for gifted and older students. This finding suggests that TSI training educators provide a more detailed, structured, and authentic problem situation to be more effective instead of academic problems.

中文翻译：

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成功情报训练计划的有效性：荟萃分析

本研究评估了罗伯特·斯腾伯格 (Robert Sternberg) 在教学和学习情境中的成功智力 (TSI) 培训理论，以提高学业成绩、三元（分析、创造性、实践）思维和社会情感成果。分析包括来自多个数据库（Web of Science、ProQuest、Elsevier、Google Scholar）的所有参考文献，以及相关文章的参考书目）从 1998 年到 2019 年，以各种方式实施了成功的情报培训计划。对可能的主持人、选择标准、学科领域和年级进行了调查。共有 24 项研究（19 篇文章）被纳入荟萃分析。结果显示，成功的智力训练对学生的整体成绩有积极影响，g = 0.63，SE = 0.11，95% 置信区间 (CI) [0.41, 0.85]，k = 24，z = 5.98，p  < .001 , 在随机效应模型下。调整发表偏倚后，效应量 (ES) g为 0.35，SE= 0.12, 95% CI [0.10, 0.60]。ES 在社会情感结果方面最大，其次是三元结果，然后是成就结果。基于高智商的选定参与者比教师选定的参与者获得更高的 ES。关于学科领域，科学和一般三元培训有显着差异。在年级中，高中和小学水平差异显着。此外，干预持续时间显着降低了 ES。性别并没有缓和 ES。所有学生参与者都从成功的智力培训计划中受益，对于有天赋和年龄较大的学生来说，这种好处更大。这一发现表明，TSI 培训教育者提供了更详细、结构化和真实的问题情境，而不是学术问题，从而更有效。