Standardization of the Five-Factor Model of the Maher Multifaceted Fluid Test of Intelligence (MMFTI) for Fourth to Sixth-Grade Students (first version) based on Metacognition Theory

Objective: The research aimed to create a standardized version of the five-factor model of the Maher Multifaceted Fluid Test of Intelligence (MMFTI) for students in grades four to six, based on the theory of metacognition. Methods and Materials: The study involved conducting the Maher Multifaceted Fluid Test of Children Intelligence (MMFTI) to standardize fluid intelligence in fourth to sixth-grade students (ages 10 to 12) in Tehran. The research used a descriptive and mixed exploratory method with a fundamental purpose. It is based on Cattle-Horn-Carroll (CHC) theories, successful intelligence theory, and superintelligence theory, or the intelligence of happiness, as a theoretical foundation. 800 students were selected from non-profit schools in 5 educational districts of Tehran using the staged cluster sampling method. The results of the exploratory factor analysis of 90 questions in the framework of a 5-factor model including perception (shape from context, shape recognition, visual completion, and perceptual sequence), reasoning (visual, maze, matrix, and mental calculations), attention (one-dimensional, multi-dimensional and geometric), memory (visual, auditory and numerical) and processing speed (visual processing, symbols, letter sequence) confirmed. Findings: The results of the structural equation modeling and confirmatory factor analysis, confirmed that the 5-factor measurement model fit well. The factor loadings of the sub-variables on the 5-factor indicated that the sub-variables are appropriate measures for capturing the main factors. The Cronbach's alpha coefficients also indicated that these factors and their sub-variables demonstrated acceptable reliability. Conclusion: The research findings indicate that this test may potentially supplant older tests and can provide more precise cognitive, meta-cognitive, and perceptual markers evaluations. This is achieved by prioritizing objectivity and keeping in mind the ultimate aim of the test, which is to promote happiness and well-being.