The theory of multiple intelligences in the identification of high-ability students

Daniel Hernández-Torrano, Carmen Ferrándiz, Mercedes Ferrando, Lola Prieto, María del Carmen Fernández

Research output: Contribution to journalArticlepeer-review

13 Citations (Scopus)

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 languageEnglish
Pages (from-to)192-200
Number of pages9
JournalAnales de Psicologia
Volume30
Issue number1
DOIs
Publication statusPublished - 2014

Keywords

  • High ability
  • Identification
  • Multiple intelligences
  • Secondary school

ASJC Scopus subject areas

  • Psychology(all)

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