Comparison of the profiles of the potential teachers in different disciplines based on multiple intelligences theory (Samsun City Sample)

Sözen, Hasan; Sözen, Merve; Tekat, Atilla

doi:10.1016/j.sbspro.2009.01.167

Cited by 6 publications

(5 citation statements)

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“…Contudo, os resultados dos estudos já realizados dividem-se. Investigadores, como Sözen et al (2009) e Serin et al (2009), afirmam não haver encontrado quaisquer diferenças significativas entre gêneros. Mas no caso de Chen (2004), os dados encontrados diferem bastante dos encontrados neste estudo, uma vez que este autor encontrou diferenças entre rapazes e meninas, a favor dos rapazes, que tinham maior inteligência lógico-matemática, enquanto as meninas possuíam apenas maior inteligência interpessoal.…”

Section: Discussionunclassified

Avaliação das Inteligências Múltiplas em Crianças do Ensino Fundamental

Pocinho

Mendes

2021

Psic.: Teor. e Pesq.

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Resumo Este estudo pretende avaliar as inteligências múltiplas das crianças portuguesas em idade escolar através do Multiple Intelligence Survey for Kids de Laura Candler. Após tradução e retrotradução e da respetiva validação junto de experts, o instrumento foi aplicado a 112 crianças do ensino fundamental público (1° ciclo do ensino básico), dos 6 aos 10 anos, 61% do sexo masculino. Os resultados indicam que as inteligências com valores mais elevados são a visuo-espacial, corporal-cinestésica, naturalística e interpessoal. Não existem diferenças de género exceto nas inteligências linguístico-verbal e musical, com as meninas a apresentarem valores superiores aos meninos. Os dados mostram a existência de todas as inteligências propostas por Howard Gardner e os perfis variam de criança para criança.

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Section: Discussionunclassified

Avaliação das Inteligências Múltiplas em Crianças do Ensino Fundamental

Pocinho

Mendes

2021

Psic.: Teor. e Pesq.

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“…Furthermore, those studies showed significant differences between the genders in respect of visual, musical [35] and logical intelligences [36]. In contrast, another study found no differences according to gender in any intelligence area [37]. Intrapersonal intelligence was the highest reported intelligence in the current study and this result is consistent with previous studies, but the lowest reported intelligences were different and in the current study these were visual, interpersonal and musical intelligences whereas the difference between the genders was due to bodily and logical intelligences.…”

Section: Discussionmentioning

confidence: 99%

Multiple Intelligences and Attachment among University Students and Their Influence on Life Satisfaction and Happiness

Aytaç

Bilgel

2018

IJSMS

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This study is about the types of multiple intelligences and attachment styles among a group of Turkish university students. Participants were 450 students from one public university in Turkey. A demographic and socio-economic questionnaire, Multiple Intelligence Survey, Revised Adult Attachment Scale, Satisfaction with Life Scale and The Oxford Happiness Questionnaire -short version were used as study instruments. Of the 450 students, 63.8% were female and the mean age was 21.24±2.14 years. Bodily intelligence was reported more frequently by male students whereas intrapersonal and logical intelligences were reported at higher rates in female students. Attachment related avoidance was reported by 58.7% of the students. Male students reported more attachment related anxiety, and female students reported more attachment related avoidance. No significant correlations were determined between attachment style and economic status, age, class-year and Grade Point Average of the students. The relationship between students’ intelligence and attachment style was also insignificant. No significant relationship was determined between the happiness and life satisfaction scores of students with different types of intelligences. Female students were found to be significantly happier and satisfied with their lives than male students. Students with a poor economic status had the lowest happiness and life satisfaction scores and the difference was statistically significant. These findings are important to provide a more complete picture about the difficulties experienced by young adults when socially or emotionally adapting to university life. There is much to say regarding the impact of “multiple intelligences”, “attachment styles” and the “subjective well-being” of university students.

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“…They are often not visually aware of patterns in words, and they often make careless mistakes in their spelling and writing which is difficult to read and understand. [ 26 ]…”

Section: Discussionmentioning

confidence: 99%

Multiple Intelligences Profiles of Children with Attention Deficit and Hyperactivity Disorder in Comparison with Nonattention Deficit and Hyperactivity Disorder

et al. 2017

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Background:Attention deficit and hyperactivity disorder (ADHD) is a common psychological problem during childhood. This study aimed to evaluate multiple intelligences profiles of children with ADHD in comparison with non-ADHD.Materials and Methods:This cross-sectional descriptive analytical study was done on 50 children of 6–13 years old in two groups of with and without ADHD. Children with ADHD were referred to Clinics of Child and Adolescent Psychiatry, Isfahan University of Medical Sciences, in 2014. Samples were selected based on clinical interview (based on Diagnostic and Statistical Manual of Mental Disorders IV and parent–teacher strengths and difficulties questionnaire), which was done by psychiatrist and psychologist. Raven intelligence quotient (IQ) test was used, and the findings were compared to the results of multiple intelligences test. Data analysis was done using a multivariate analysis of covariance using SPSS20 software.Results:Comparing the profiles of multiple intelligence among two groups, there are more kinds of multiple intelligences in control group than ADHD group, a difference which has been more significant in logical, interpersonal, and intrapersonal intelligence (P < 0.05). There was no significant difference with the other kinds of multiple intelligences in two groups (P > 0.05). The IQ average score in the control group and ADHD group was 102.42 ± 16.26 and 96.72 ± 16.06, respectively, that reveals the negative effect of ADHD on IQ average value. There was an insignificance relationship between linguistic and naturalist intelligence (P > 0.05). However, in other kinds of multiple intelligences, direct and significant relationships were observed (P < 0.05).Conclusions:Since the levels of IQ (Raven test) and MI in control group were more significant than ADHD group, ADHD is likely to be associated with logical-mathematical, interpersonal, and intrapersonal profiles.

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Comparison of the profiles of the potential teachers in different disciplines based on multiple intelligences theory (Samsun City Sample)

Cited by 6 publications

References 5 publications

Avaliação das Inteligências Múltiplas em Crianças do Ensino Fundamental

Avaliação das Inteligências Múltiplas em Crianças do Ensino Fundamental

Multiple Intelligences and Attachment among University Students and Their Influence on Life Satisfaction and Happiness

Multiple Intelligences Profiles of Children with Attention Deficit and Hyperactivity Disorder in Comparison with Nonattention Deficit and Hyperactivity Disorder

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