Research on Multiple Intelligences of Junior High School Students with Different Background Variables

Abstract

The main purpose of the study was to explore the differences of multiple intelligences on junior high school students with different gender, grade, and students’ types. The study adopted survey research design, and the samples including 341 participants from the seventh and the eighth grade junior high school students in Taiwan. The research instrument used in the study was Chinese Version of Multiple Intelligence Developmental Assessment Scales Form-B. All data was analyzed by applying descriptive statistics, and t-test, one-way analysis of variance. The results of the study were as following:(1) Depending on the average scores of multiple intelligences, seventh grade students got the highest scores on interpersonal intelligence, and got the lowest scores on natural intelligences. Eighth grade students got the highest scores on interpersonal intelligence, and got the lowest scores on bodily-kinesthetic intelligences.(2) General students and special needs students got the highest scores on interpersonal intelligence. However, the former got the lowest scores on natural intelligence, and the latter got the lowest scores on logical-mathematical intelligence. Gifted students got the highest scores on logical-mathematical intelligence, and the lowest scores on bodily-kinesthetic intelligence.(3) Seventh grade students significantly got the higher scores than eighth grade students on spatial, music, bodily-kinesthetic, and natural intelligences.(4) Girls significantly got higher grades than boys on linguistic, spatial, music, interpersonal, and existential intelligences. Boys only got higher grades than girls on logical-mathematical intelligence.Gifted students significantly got higher grades than general students and special needs students on linguistic, logic-mathematics, music, intrapersonal, interpersonal intelligences. Gifted students and general students significantly got higher grades than special needs students on spatial, bodily-kinesthetic, and existential intelligences. There was no difference on natural intelligence among gifted students, general students and special needs students.