Developing an Educational Model of Academic Performance Based on Multiple Intelligences by Mediation of Self-concept and Self-esteem: A Structural Model
Subject Areas : EducationalMohammad Reza Rabiee Nezhad 1 , Mohammad agher Kajbaf 2 , Mohammad Mahdi Mazaheri 3 , Hooshang Talebi 4 , Ahmad Abedi 5
1 - دانشجوی دکتری روان‌شناسی تربیتی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، ایران
2 - عضو هیأت علمی، دانشگاه اصفهان، ایران
3 - عضو هیأت علمی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، ایران
4 - عضو هیأت علمی، دانشگاه اصفهان، ایران
5 - عضو هیأت علمی، دانشگاه اصفهان، ایران
Keywords: self-concept, self-esteem and academic achievement, multiple intelligences,
Abstract :
The purpose of the present correlational study was generally to develop an educational model based on multiple intelligences. The population consisted of all male students of the fourth and fifth grades at primary school in Qazvin (2013-2014). The sample included 359 male students who were selected through multi-stage cluster sampling method. Research instruments were Rosenberg's self-esteem scale (1965), Tennessee's self-concept scale (1964) and Abedi multiple intelligences scale (2009). Also, the mean of the student’s final scores was used to assess their academic achievement. The results of structural equation and multiple regression analysis showed that there is a significant relationship between naturalistic intelligence, intrapersonal intelligence, musical intelligence, logical-mathematical intelligence, self-concept and self-esteem with academic achievement. In addition, there was a significant relationship between naturalistic intelligence, intrapersonal intelligence, interpersonal intelligence, spatial intelligence, linguistic-verbal intelligence, self-concept with self-esteem. Moreover, intrapersonal intelligence direct and indirect effect on academic achievement and self-esteem is significant (Respectively P=0.001, P=0.04, P=0.02, P=0.003). Direct effect of intrapersonal intelligence on self-concept is significant (P=0.001), too. This information can be used to design educational programs and to enhance academic achievement of students based on multiple intelligences.
Armstrang T. (2009). Multiple intelligences in the classroom. Alexandria: VA: Association for Supervision and Curriculum Development.
Ayesha, B., & Khurshid, F. (2013). Relationship of multiple intelligence and effective study skills with academic achievement among university students. Global Journal of Human Social Science, 13(1), 56-63.
Bas, G., & Beyhan, O. (2010). Effects of Multiple Intelligences Supported Project-based learning on Students Achievement Levels and Attitude towards English Lessons. International Journal of Elementary Education, 2(3), 366-386.
Bellflower, JB. (2008). Case study on perceived benefits of Multiple Intelligence instruction: Examining its impact on student learning. PhD Dissertation, Fielding Graduate University, USA.
Bilgin, E. (2006). The Effect of Multiple Intelligences based Instruction on Ninth Graders Chemistry Achievement and Attitudes toward Chemistry. Master Thesis. Middle East Technical University.
Brown, N.W., & Cross, J.R. (1997). Coping resources and family environment for female engineering students. College Student Journal, 31(2), 282-290.
Dunn, N., Shields, N., Taylor, N.F, & Dodd, K.J. (2009). Comparing the self concept of children with cerebral palsy to the perceptions of their parents. Disability and Rehabilitation, 33(3), 385- 393.
El. Anzi, F. (2005). A Cademic Achievemt and its RelationShip with Anxiety, Self- esteem, Optimism, and Pessimism in Kuwaiti Students. Soc Behoav, 33, 90-95.
Gaines, D., & Lehmann, D. (2002). Improving student performance in reading comprehension through use of multiple intelligences. MSc Thesis, Saint Xavier University and Skylight Professional Development Field-based Master’s Program, USA.
Gardner, H. (1999). Intelligence reframed: multiple intelligences for the 21st century. New York: Basic Books.
Hajhashemi, K., Akef, K., & Anderson, N. (2012). The Relationship between Multiple Intelligences and Reading Proficiency of Iranian EFL Students. World Applied Sciences Journal, 19(10), 1475-1483.
Harter, S. (2003). The development of self-representations during childhood and adolescence. In M. R. Leary and J.P. Tangney, Handbook of self and identity (610-642). New York: The Guilford Press.
Hoge, R.D., & Renzulli, G.S.(1993). Exploring the link between giftedness and self-concept. Rev Edue Res, 63(4), 449-465.
Ikiz, F., & Cakar, F. (2010). The Relationship between Multiple Intelligences and Academic Achievements of Second Grade Students. GüZ Journal, 2(3), 83-92.
Koksal MS, & Yel M. (2007). The effect of multiple intelligences theory (MIT) based instruction on attitudes towards course, academic success and permanence of teaching on the topic Respiratory systems. Educational Science, 4(6), 231-239.
Koura, A., & Al-Hebaishi, S.A. (2014). The Relationship between Multiple Intelligences, SelfEfficacy and Academic Achievement of Saudi Gifted and Regular Intermediate Students. Educational Research International, 3(1), 20-34.
Lowrence, W.W. (2006). Four dimensions of assertiveness. Multivariate Journal of Behavioral Research, 15(2), 127-139.
Luthans, F., & Peterson, S. (2002). Employee engagement and manager self-efficacy. Journal of Management Development, 2(1), 376-387.
Marsh, H. (1992). Conten Specificity of Relation between Academic Achievement and , Adcademic Self- concept. Journal of Educational Psychology, 84, 35 - 92.
Mussen KS. (2007). Comparison of effect of multiple intelligence pedagogy and traditional pedagogy on drade 5 students’ schievement and attitudes towards science, PhD Thesis, Walden University, USA.
Navidi, A. (2003). The Significant Study of Common and Special of Former Academic Function Variables Academic Self–concept and General Intelligence in Academic Achievement Prediction of Students. The Quarterly Journal of Education, 76, 97-129 (in Persian).
Osborne, J., (2003). Attitude toward science: review of literature and its implication. International Journal of Science education, 25(9), 1049-1079.
Rickards, A., (2001). Cognition, Academic progress, behavior and self- concept at 14 years of very low Birth weight children. Journal of Developmental Behavioral Pediatrics, 4(7), 1-15.
Ridley, D.S., Schutz, P.A., Glanz, R.S., & Weinstein, C.E. (2005). Self-regulated learning: the interactive influence of metacognitive awareness and goal-setting. Journal of Experimental Education, 60(4), 98-115.
Ross, C.E, & Broh, B.A. (2000). The roles of self-esteem and the sence of personal control in the academic achievement process. Sociology of Education, 73(4), 270-84.
Shearer, B., & Darrell, D.A. (2009). Exploring the application of multiple intelligences theory to career counseling. Journal of Employment Counseling, 18, 23-38.
Simpson RD, Oliver JS.(1990).Summary of major influences on attitude toward and achievement in science among adolescent student. Science Education, 3(7), 1-18.
