جستجوی مقالات مرتبط با کلیدواژه "multiple intelligences" در نشریات گروه "روانشناسی"

The current research aimed to determine the effectiveness of teaching strategies based on multiple intelligences on the executive functions of sixth-grade male students in Shahrekord City. The research was conducted using a semi-experimental method with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of this research included all 2439 male students of the sixth grade in Shahrekord city in the academic year of 2001-2012, 40 of them were selected by purposive sampling and randomly assigned to an experimental group and a control group. The measurement tool included the BRIEF executive functions questionnaire (Gerard et al., 2000). The research data were analyzed using variance analysis with repeated measurements (mixed design). The findings showed that in the two stages of the post-test and the follow-up training, strategies based on multiple intelligences had a significant effect on executive functions compared to the control group (P>0.05); Also, the effect size showed the effect of 51.6 percent of teaching strategies based on multiple intelligences on executive functions. It is concluded that using teaching strategies based on multiple intelligences seems useful for improving executive functions.

The institution of education as the most effective institution in the socialization of the people of the society plays an important role and the wrong operation of this institution will have a direct impact on other institutions of society. The aim of this study was to investigate the effectiveness of Teaching Strategies based on Multiple Intelligences on Adaptation Elementaey School sixth Grade Boy students in Shahrekord.The study was a semi-experimental method with pretest, post-test and follow-up design with control group. The statistical population of this study consisted of 2439 male students of sixth grade in Shahrekord city in the academic year of 1401-1401 that 40 of them were selected by purposive sampling method and randomly assigned to an experimental group and a control group. Then, the experimental group received 10 sessions of 90 minutes of multi-intelligence-based strategies. The instruments for measuring the adaptation of Sinha and Singh questionnaire (1993) and The training package was Armstrong's (2001) multiple intelligence based strategies training. Data were analyzed using repeated measures analysis of variance (mixed design). The results showed that in two stages of post-test and follow-up of multi-intelligence-based strategies training had a significant effect on adjustment variable compared to the control group. According to the obtained results, the use of multi-intelligence-based strategies training seems to be useful for improving adaptability.

The aim of the current research was to design a structural-interpretive model of teachers' experiences of the place of multiple intelligences in the curriculum. The mixed research method (qualitative-quantitative) was of an exploratory type, in the qualitative part of the theme analysis and in the quantitative part, a descriptive-survey approach was used. The participants of the qualitative part were university experts (faculty members) and education in the academic year of 2021-02 of East Azerbaijan province, which was selected and saturated in the 20th person. In the quantitative part, the random sampling method used was a multi-stage cluster. The achievement of the qualitative part indicated that the teachers' experiences of the place of multiple intelligences regarding the curriculum elements for the method element include two types of linguistic method and active method; In the objective element, it includes needs assessment, cultural adaptation and individual differences, flexibility, in the content element, it includes challengingness, appropriateness and ease of access; In the instructor's element, including knowledge, skill and attitude and introduction, and in the evaluation element, including the appropriateness of assessment and evaluation with goals, content and learning resources, clarity and transparency of assessment criteria, use of assessment and evaluation methods and flexible assessment were introduced. The validity of the identified cases was checked and confirmed using Guba and Lincoln's four-part design. To check the reliability, the agreement coefficient between two coders was used, and the value of the index was higher than 0.7, which indicated the confirmation of the reliability.

The aim of this study was to study the effect of intelligence enhancement program based on successful intelligence theory in three areas of verbal and numerical visuals on improving the multiple intelligence abilities of elementary students. The research design was quasi-experimental with two experimental and control groups and post-test design. The statistical sample consisted of 44 female students in the fourth grade of elementary school who were selected by multi-stage random sampling from girls' primary schools in Qom in the academic year of 2020-2021, and were randomly assigned to experimental and control groups. The students in the experimental group underwent an intelligence training program during 12 sessions of 75 minutes and the control group did not receive any training in this regard. Students in both groups answered the Chapman and Chislett (2005) Multiple Intelligences Questionnaire after completing the training and the data were analyzed by multivariate analysis of variance. The findings showed; Successful intelligence-based intelligence-enhancing activities are effective in promoting students' multiple intelligences at the level (p <0.05), and in relation to the components of multiple intelligences have a positive and significant effect on language, math and spatial abilities. But there was no significant difference between the two groups on interpersonal, intrapersonal, musical and kinetic-motor abilities. As a result, the intelligence program, based on Sternberg's theory of successful intelligence, can be used as a useful intervention method to increase students' multiple intelligence skills.

The purpose of this study was to develop the Multiple Intelligences Scale for Iranian elementary school students - the Parent Form - and evaluate the psychometric properties of the proposed scale. The present study had a descriptive design. The statistical population of the study was comprised of all parents of primary school students in Tehran in 2019-20 school year from among whom 554 individuals were selected by convenience sampling method. A perusal of 83 items led to the conclusion that all of them were valid enough to be included in the scale. Results of explanatory factor analysis showed that the eight-component structure based on principal component analysis and varimax rotation, explaining 40 percent of the total variance, was the best structure. Based on the findings, eight factors were identified which were as follows: interpersonal intelligence, intrapersonal intelligence, musical intelligence, bodily-kinesthetic intelligence, visual-spatial intelligence, logical-mathematical intelligence, naturalistic intelligence and verbal or linguistic intelligence. Results of confirmatory factor analysis indicated that explanatory factor analysis had better fit indexes than one-factor structure. In addition, the subscales had sufficient internal consistency which ranged from 0.53 (logical-mathematical intelligence) to 0.81 (naturalistic intelligence). Based on research findings and regarding the optimal psychometric properties of the Multiple Intelligences Scale for Iranian Primary School Students - the Parent Form, it can be utilized for identifying multiple intelligences of Iranian students in educational settings and for therapeutical and clinical purposes.

The purpose of this research was the study of relationship of Gardner's multiple intelligences and self-efficacy of girl elementary school students. The method of research based on the purpose is applied and based on of data collection is descriptive-correlational. the statistical population included all girl elementary school students in Karaj 3rd educational district in the academic year of 1395-96, of whom 8019 were. The sample was selected using Cochran's formula and systematic random sampling method, including 117 people. Then Gardner's Multiple Intelligence Questionnaire (Armstrong, 2003) and self-efficacy of the child and adolescent SEQ-C (Muris, 2001) were obtained from the subjects. The collected data were analyzed using Spearman correlation test and multiple regression test.results were obtained: There is relationship between the dimensions of multiple intelligences (linguistic, mathematical, spatial, motor, interpersonal, interpersonal, music, naturalism) and the components of self-efficacy (social, educational and emotional) of students. Linear regressions show that only one component (mathematical intelligence) among the eight-part Gardner intelligence has maximum relationship to educational self-efficacy.

The aim of the current study was, development of psychometric Questionnaire Multiple Intelligences from Gardner (2002) in handball. First, by studying the literature in the field of handball and interviews with experts in the field, questions were designed that the best questions are selected from the initial questionnaire (188 items) was constructed. Specialists the face and content validity, of the questionnaire was sent to 10 motor behavior’s Specialists and handball’s experts that face and content validity of the questionnaire was confirmed (CVR= 0/99, CVI=0/89). Factor analysis based on structural equations was used for validation of structure of questionnaire and Cronbach alpha coefficient was used to assess internal consistency of questionnaire. Results showed four component model includes Bodily/ kinesthetic, visual/ spatial, mathematical / logical and emotional intelligence with 37 questions had acceptable fit index (RMSEA = 0.06, CFI = 0.92, TLI = 0.91), internal consistency were reported and verified also with using Cronbach’s

Aim:This study aims to predict the rate of internet addiction according to Gardner's multiple intelligences among female students of high school in Tehran in the school year 2015-2016.
It was a correlational study. According to Cochran's formula, the sample size included 200 subjects who were selected by multi-stage sampling method. To collect data, two measurement tools included Young's Internet Addiction Questionnaire(1988) and Gardner's Multiple Intelligences Questionnaire(1983) were used. Descriptive statistics and inferential statistics (multivariate regression) were used to analyze data.
The results showed that visual-spatial intelligence, intrapersonal intelligence, and musical intelligence have positive significant effect on internet addiction by students. Logical-mathematical intelligence and interpersonal intelligence have negative significant effect on internet addiction. Bodily kinesthetic intelligence and verbal-linguistic intelligence have also positive effect on internet addiction. However, naturalist intelligence reduces internet addiction by students but this effect is not significant.
Logical-mathematical intelligence and interpersonal intelligence as deterrents lead to decreased internet addiction.

The present study examined the effectiveness of spectrum project activities to promote multiple intelligences in preschool children with Neuro - psychological/ Developmental Learning Disabilities.
The study was conducted on experimental and control groups through pretest and posttest stag - es. A total of 56 children with Neuropsychological/ Developmental Learning Disabilities in Isfahan preschool centers were selected based on the multi-stage random sampling method and the cut-off point 57 in Executive Skills Scale For Preschool Children-Parent version. Subsequently, the enrolled subjects were randomly assigned to experimental and control groups. The spectrum project ac - tivities comprising seven types of activities was conducted for the experimental group during 12 weeks (two session per week). The Checklist of Gardner’s mul - tiple intelligences and Executive Skills Scale For Preschool children- Parent Version (ESS-P) were used. Data analysis was performed using of descriptive and inferential statistical methods (Multivariate analysis of covariance).
Results suggested a significant effect of spectrum project activities on promot - ing multiple intelligences of children with Neuropsychological/Developmental Learning Disabilities (p The spectrum project activities is suggested to be taught to teachers and parents of preschoolers, especially chil - dren with Neuropsy chological/ Developmental Learning Disabilities.

the present research investigated the impact of instruction based on multiple intelligences theory on Career self efficacy of deaf students in high school. To reach this end sixty high school deaf students were selected randomly and were assigned equally to experimental and control groups. The Betz questionnaire have been implemented as pre, post and follow up tests experimental and control groups.Experimental group was undergone three weeks of instruction while control groups did not receive any specific instruction. Data were analysis utilizing a repeated measure design. Statistical analysis indicated that there were significant gains for experimental group terms of Career self efficacy. Therefore the beneficial effects of Instruction based on multiple intelligence theory on Career self efficacy of deaf students is supported in the current research. Therefore suggest that psychologists of hearing impairment area, the practical strategies current research use in the process of guide academic and career hearing impairment pupils.

The purpose of the present study was to compare sex differences in self-estimates of multiple intelligences in university student population. Therefore, 268 students of humanities (184 females and 84 males) from Payame Noor University Tabriz branch were randomly selected, using stratified and multiple stage cluster sampling. For collection, data they were asked to complete the multiple intelligences Inventory that included 8 subscales (verbal/linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, intrapersonal, interpersonal, naturalistic). Data were analyzed using Multivariate Analysis of Covariance (MANCOVA). Results showed that statistically controlling of age effect, there were significant differences in self-estimates of male and female students verbal/linguistic, bodily-kinesthetic, intrapersonal, interpersonal, naturalistic intelligences. Mean scores of male students in these subscales were higher than female students. In this paper, results of the present study were discussed.

The present research was carried out with the aim to investigate the relationship between multiple intelligences (Gardner's theory) and fields of study (mathematics-physics, experimental sciences. & humanities) and to investigate the effect of correspondence between fields of study and multiple intelligences on a11i111de towards those fields. For this mailer, McKenzie's questionnaire for multiple intelligences and questionnaire for attitude towards field of study adapted to Iranian high school students were administered on a sample of senior high school students (427 boys and girls) of mathematics physics, experimental sciences, and humanities. This sample was i selected randomly from 3547 students of District 3 city of Tehran. Data were analyzed using ANOVA and Scheffe. Also, Pearson correlation coejjicient was used. The results showed significant relationship between logical-mathematical intelligence and field of mathematic-physics. There was significant relationship between naturalistic intelligence and field of experimental sciences. But there was not found any significant relationship between linguistic intelligence and field of humanities. In addition, the results showed the students of mathematics-physics who had the same intelligence and field of study had positive attitude towards their .field. This result was also found for the experimental sciences students. 8111 this relationship was notfoundfor the humanities students.