Examination of the Effectiveness of Sternberg's Successful Intelligence Program on Executive Functions of Sharp-Witted Primary School Level Students

Abstract

The current research aimed to investigate the effectiveness of Sternberg's successful intelligence program on executive functions of sharp-witted primary school level students. The statistical universe of the current research consisted of all male sharp-witted students of the city of Isfahan in the educational year of 2015-2016. For this purpose, the number of 30 male sharp-witted students was selected through multi stage cluster random sampling method and was randomly placed in two experimental and control groups (15 people in the experiment group and another 15 in the control group) and their mothers, too responded to the questions of the executive skills scale. The Sternberg's successful intelligence program was administered on the experimental group. The tool used for this research included a questionnaire (inventory) on rating executive functions for the primary school level students (parent form). To analyze the research data, multivariate covariance analysis (MANCOVA) was applied. Findings revealed that training of the Sternberg's successful intelligence program was effective on executive functions (response inhibition, active memory, emotional control, focus attention, assignment initiation, planning, organizing, time leadership, goal-orientedness, resilience and metacognition) of sharp-witted children. The Sternberg's successful intelligence program could be applied as an intervention method for improving executive functions of children.

Effectiveness of successful intelligence training program: A meta‐analysis

“…Therefore, the observed ES was overestimated. Outlier analysis indicated that Malekopour et al's (2016) study ES was extremely high, g = 2.85, and thus considered an outlier. When the study was excluded from the analysis, the combined ES was g = 0.59, SE = 0.09, 95% CI [0.40, 0.78], which is within the range of average ES value.…”

“…Regardless of assessment types, students taught by TSI training outperform those educated by traditional teaching methods (Sternberg, Torff, & Grigorenko, 1998). TSI is usually applied in four ways: examining the relationship between triarchic abilities and academic achievement (Ekinci, 2014), assessing triarchic abilities for entry-level behavior in placement tests relative to scholastic aptitude tests (Stemler, Grigorenko, Jarvin, & Sternberg, 2006;Sternberg, 2006), implementing TSI techniques in psychotherapy training, and practice to aid depressed clients (Kaufman & Singer, 2003 (Malekpour, Shooshtari, Abedi, & Ghamarani, 2016) and academic hope-and reduces academic stress (Samavatian, Latifi, & Abedi, 2014). The principles of TSI have been applied to improve socioemotional outcomes such as motivation, attitude, and perception (Khakpooor, Abedi, & Manshaee, 2019;Zadeh, Abedi, Yousefi, & Aghababaei, 2014).…”

“…TSI training can improve not only intellectual abilities but also psychological qualities—executive functions (Malekpour, Shooshtari, Abedi, & Ghamarani, 2016) and academic hope—and reduces academic stress (Samavatian, Latifi, & Abedi, 2014). The principles of TSI have been applied to improve socioemotional outcomes such as motivation, attitude, and perception (Khakpooor, Abedi, & Manshaee, 2019; Zadeh, Abedi, Yousefi, & Aghababaei, 2014).…”

Programme basé sur la théorie de l'intelligence réussie pour développer quelques compétences de l'écriture créative en FLE et la confiance en soi auprés des étudiantes du cycle secondaire

“…-L'importance de l' intelligence réussie À leur côté, (Malekpour et al, 2016) et (Macsinga et al, 2010) ont confirmé l'importance de la théorie de l'intelligence réussie car elle permet de (d'):…”