Abstract
This study provides a framework to implement the theory of multiple intelligences (MI) in the identification of high-ability students in secondary education. The internal structure of three scales to assess stu-dents' MI (students, parents and teachers' ratings) was analyzed in a sample of 566 students nominated as gifted by their teachers. Participants aged 11 to 16 years (M = 14.85, SD = 1.08). The results indicated differentiated in-tellectual profiles depending on the informant estimating students' MI. This study provided evidence for two components that allow us to analyze the cognitive competence of high-ability students beyond the areas com-monly assessed at school: an academic component composed by the lin-guistic, logical-mathematical, naturalistic, and visual-spatial intelligences; and a non-academic component statistically loaded by the bodily-kinesthetic, musical and social intelligences. Convergence of the two com-ponents in the three scales was evidenced; and correlations between these components and students' objective performance on a psychometric intel-ligence test were found to be low. Finally, the utility of the MI scales to identify high-ability students in secondary education is discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 192-200 |
| Number of pages | 9 |
| Journal | Anales de Psicologia |
| Volume | 30 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2014 |
| Externally published | Yes |
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Keywords
- High ability
- Identification
- Multiple intelligences
- Secondary school
ASJC Scopus subject areas
- Psychology(all)
Cite this
The theory of multiple intelligences in the identification of high-ability students. / Hernández-Torrano, Daniel; Ferrándiz, Carmen; Ferrando, Mercedes; Prieto, Lola; Fernández, María del Carmen.
In: Anales de Psicologia, Vol. 30, No. 1, 2014, p. 192-200.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - The theory of multiple intelligences in the identification of high-ability students
AU - Hernández-Torrano, Daniel
AU - Ferrándiz, Carmen
AU - Ferrando, Mercedes
AU - Prieto, Lola
AU - Fernández, María del Carmen
PY - 2014
Y1 - 2014
N2 - This study provides a framework to implement the theory of multiple intelligences (MI) in the identification of high-ability students in secondary education. The internal structure of three scales to assess stu-dents' MI (students, parents and teachers' ratings) was analyzed in a sample of 566 students nominated as gifted by their teachers. Participants aged 11 to 16 years (M = 14.85, SD = 1.08). The results indicated differentiated in-tellectual profiles depending on the informant estimating students' MI. This study provided evidence for two components that allow us to analyze the cognitive competence of high-ability students beyond the areas com-monly assessed at school: an academic component composed by the lin-guistic, logical-mathematical, naturalistic, and visual-spatial intelligences; and a non-academic component statistically loaded by the bodily-kinesthetic, musical and social intelligences. Convergence of the two com-ponents in the three scales was evidenced; and correlations between these components and students' objective performance on a psychometric intel-ligence test were found to be low. Finally, the utility of the MI scales to identify high-ability students in secondary education is discussed.
AB - This study provides a framework to implement the theory of multiple intelligences (MI) in the identification of high-ability students in secondary education. The internal structure of three scales to assess stu-dents' MI (students, parents and teachers' ratings) was analyzed in a sample of 566 students nominated as gifted by their teachers. Participants aged 11 to 16 years (M = 14.85, SD = 1.08). The results indicated differentiated in-tellectual profiles depending on the informant estimating students' MI. This study provided evidence for two components that allow us to analyze the cognitive competence of high-ability students beyond the areas com-monly assessed at school: an academic component composed by the lin-guistic, logical-mathematical, naturalistic, and visual-spatial intelligences; and a non-academic component statistically loaded by the bodily-kinesthetic, musical and social intelligences. Convergence of the two com-ponents in the three scales was evidenced; and correlations between these components and students' objective performance on a psychometric intel-ligence test were found to be low. Finally, the utility of the MI scales to identify high-ability students in secondary education is discussed.
KW - High ability
KW - Identification
KW - Multiple intelligences
KW - Secondary school
UR - http://www.scopus.com/inward/record.url?scp=84891297916&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84891297916&partnerID=8YFLogxK
U2 - 10.6018/analesps.30.1.148271
DO - 10.6018/analesps.30.1.148271
M3 - Article
AN - SCOPUS:84891297916
VL - 30
SP - 192
EP - 200
JO - Anales de Psicologia
JF - Anales de Psicologia
SN - 0212-9728
IS - 1
ER -