Types Of Multiple Intelligences Research Articles

THE PREVALENCE OF MULTIPLE INTELLIGENCES IN BASIC EDUCATION TEACHERS AND ITS ASSOCIATION WITH VARIOUS FACTORS WITHIN THE SULTANATE OF OMAN

The study aimed to identify the multiple intelligences of teachers of basic education schools and their relationship to some variables in the Sultanate of Oman and to identify the differences according to the variables of gender،experience and educational qualification. The study sample consisted of (200) male and female teachers. The researcher used the descriptive method، where the researcher applied a questionnaire as a data collection tool consisting of (66) items distributed in eight axes: linguistic intelligence, personal intelligence, logical mathematical intelligence, social intelligence، spatial intelligence, musical intelligence, natural intelligence, motor physical intelligence. To answer the study questions، the researcher used the analysis of arithmetic averages and standard deviations. The results of the study showed that the most prevalent types of intelligence among teachers of basic education schools were in descending order (spatial intelligence, social intelligence, natural intelligence, logical intelligence, physical intelligence، linguistic intelligence، musical intelligence). The results of the study also showed that the most prevalent types of multiple intelligences among (male) teachers of basic education schools. It came in descending order (natural intelligence, spatial intelligence, linguistic intelligence، personal intelligence, logical mathematical intelligence, motor musical intelligence, social intelligence، motor physical intelligence), and the results of the study also showed that the most prevalent types of multiple intelligence prevalent among (female) teachers of basic education schools were in descending order (spatial intelligence, personal intelligence، social intelligence, motor physical intelligence, logical intelligence، linguistic intelligence، natural intelligence، kinetic musical intelligence). The results of the study also showed that there

Экспресс-диагностика профессиональной психологической пригодности военнослужащих по призыву

Summary. The purpose of the study is to develop a model for express diagnostics of the professional psychological suitability of conscript military personnel. Materials and methods of research. The object of the study was randomly selected conscript military personnel (n=60), whose average age was (23.78±1.27) years. Criteria for inclusion in the study were conscription age and written consent of the subject to participate in the study; exclusion criteria from the study – lack of written consent to participate in the study, incorrect testing, severe illness – high fever, chills, etc. When processing the research results, descriptive statistics methods and cluster analysis using the K-means method were used. The significance of differences between groups was assessed using Student’s t-test; to develop decision rules, the multiple regression method and forward discriminant analysis stepwise with inclusion were used (F-enter = 2.0); (F-remove=1.9) and p<0.05. The critical value of the significance level was considered to be 0.05. Mathematical data processing was carried out using the STATISTICA v.10.0 software package. Research results and their analysis. Using the example of conscripted military personnel, the possibility of predicting professional psychological suitability using express testing based on vibraimage technology is shown. The results of testing aimed at assessing personality accentuations, abilities (types of multiple intelligences according to G. Gardner), as well as the moral qualities of military personnel were analyzed. Decisive rules have been constructed that make it possible to predict the professional psychological suitability of a serviceman with an accuracy of more than 91%.

Dominant Types of Multiple Intelligences in Oman: Sport Practitioners vs Non-Practitioners

This study examined the underrepresentation of minority fundraisers and diversity related concerns in the NCAA Division-I intercollegiate athletics. In addition, the study sought out the opinions of ten racial or gender minority fundraisers (25% of return rate) about departments’ strategical initiative in expanding donor base and creating giving society through recruitment of diverse fundraising candidates. Each participant (fundraiser) participated in a 45-60 minute phone interview covering one’s background and demographic information, challenges and diversity concerns in the workplace, potential strategies for improving diversity hiring and creation of certain specific giving societies. The results showed that D-I athletics still have room to improve minority hiring. However, factors such as race and gender did not affect these fundraisers’ career advancement much. Participants also expressed that athletic departments need to be intentional with their commitment in diversity and inclusion initiatives. By committing to minority hiring, there could be potential for solving the issue of underrepresentation of marginalized groups in athletic fundraising and diversifying the donor base, thus increasing the overall size of gifts. Keywords: athletic fundraising, collegiate athletics, fundraising officer, philanthropy officer, and athletic donation

Model višestrukih inteligencija u osnovnim i srednjim školama u Srbiji - stavovi nastavnika

The Multiple Intelligences model has been well-known worldwide since the 1980s. However, it has not been widely applied in the Serbian educational system despite its benefits, especially in primary education. This model is also referred to as differentiated instruction or modular learning. The aim of the paper is to present the teacher development program on Multiple Intelligences accredited by the Institute for the Improvement of Education (ZUOV no. 694) and the results of the survey administered as the evaluation of the program. The teacher development program aimed at familiarizing teachers with the Theory of Multiple Intelligences, its application to teaching, and the benefits of activating various intelligences in students through diverse teaching activities. In total, 64 teachers underwent the training. The survey mapped the attitudes of 57 teachers in primary and secondary schools from Leskovac and Čačak in three deliveries of the program. The results of the survey reflect positive attitudes among teachers towards the model of multiple intelligences. In general, participants believe that they have learned different ways to improve their teaching practices, primarily through ready-made activities that stimulate each individual intelligence. The majority of teachers (96.49%) believe that the training program is useful for their teaching, while all agreed that the training enabled them to recognize the types of multiple intelligences in themselves and their students. This recognition helped them enrich the existing body of teaching techniques and activities they had used previously.

Application of the Weighted Product Method in a Decision Support System to Determine Children's Multiple Intelligence

Intelligence cannot solely be measured in terms of intellectual intelligence. There are various types of intelligence in children, which cause teachers and parents require time to determine the type of intelligence of children. Quick and easy decision-making can be achieved using a decision support system. One method that can be adopted in the decision-making process of a decision support system is the weighted product method. This study aims to measure the level of accuracy of the weighted product method in determining the type of multiple intelligence of children. The decision support system determines the type of intelligence of children in early childhood (ages 4-6 years) using Garner's [1] eight types of multiple intelligences as decision-making criteria. The data was collected using interviews and questionnaires to the teachers of Mutiara State Kindergarten. The study found that a decision support system using the weighted product method can determine the type of children's multiple intelligences with an accuracy rate of 96%. Based on the result of analysis and calculation using the weighted product method from test questionnaire data of 55 children, compared to the results of identification by the teacher, it was found that the compatibility of 53 children.

I, Robot, You, Consumer: Measuring Artificial Intelligence Types and their Effect on Consumers Emotions in Service

This research draws upon the increasing usage of AI in service. It aims at understanding the extent to which AI systems have multiple intelligence types like humans and if these types arouse different emotions in consumers. To this end, the research uses a two-study approach: Study 1 builds and evaluates a scale for measuring different AI intelligence types. Study 2 evaluates consumers’ emotional responses to the different AI intelligences. The findings provide a measurement scale for evaluating different types of artificial intelligence against human ones, thus showing that artificial intelligences are configurable, describable, and measurable (Study 1), and influence positive and negative consumers’ emotions (Study 2). The findings also demonstrate that consumers display different emotions, in terms of happiness, excitement, enthusiasm, pride, inspiration, sadness, fear, anger, shame, and anxiety, and also emotional attachment, satisfaction, and usage intention when interacting with the different types of AI intelligences. Our scale builds upon human intelligence against AI intelligence characteristics while providing a guidance for future development of AI-based systems more similar to human intelligences.

An overview about multiple intelligences: a comparative study with business administration students of two private universities in southern Brazil

Experts claim for more studies on Theory of Multiple Intelligences in higher education classrooms. There is a lack of information on the characteristics of multiple intelligence in universities in developing countries, such as Brazil, as they can assist in the education of students in a wide variety of fields. This study aims to analyze and compare the types of multiple intelligences among bachelor students of Business Administration programs in private universities. We conducted a quantitative study based on survey with students from two private universities in the southern Brazil. The results indicated that the academic profile of both programs has similarity in the average frequency of most of the identified intelligences. The intelligences identified that showed statistically significant differences between academics are: logical-mathematical, interpersonal, musical and naturalistic. In general, the most developed multiple intelligences are: logical-mathematical, interpersonal, intrapersonal and bodily-kinesthetic. In addition, the least developed are: spatial, linguistic, musical and naturalistic.

Student's Error Analysis In Solving Definite Integral Problem Based On Multiple Intelligences

One of the factors that students perform errors in solving mathematic problem is student’s intelligence. Gardner mentioned there are eight types of multiple intelligences, there are linguistic, logical mathematical, kinesthetic, musical, spatial, interpersonal, intrapersonal and naturalistic. Student’s error can be analyzed using Newman’s error analysis which contains five types of errors, there are reading error, comprehension error, transformation error, process skill error, and encoding error. This research is descriptive qualitative research which aims to describe the types of student’s error in solving definite integral based on multiple intelligences. The subjects of this research are three grade XII senior high school students in Sidoarjo whom have intelligences related to mathematic, there are logical mathematical intelligence, linguistic intelligence and spatial intelligence. Data was collected by giving multiple intelligences test, definite integral problems and interview. Data analysis technique are data reduction, data presentation and data verification. The result of this research showed that: (1) students with logical mathematical intelligence perform transformation error, process skill error and kesalahan encoding error; (2) students with linguistic intelligence perform reading error, comprehension error, transformation error, process skill error and encoding error; (3) students with spatial intelligence perform reading error, transformation error and encoding error.

НЕЙРОПЕДАГОГІКА: КОНЦЕПЦІЯ ГАРМОНІЙНОГО НАВЧАННЯ ІНОЗЕМНОЇ МОВИ

Introduction. This study focuses on the premises of teaching a foreign language (FL) within the framework of Neuropedagogy – an interdisciplinary field that integrates cognitive science, psychology and pedagogy, and combines scholarly achievements of modern neurosciences. The purpose of this article is to expose the theoretical assumptions on Neuropedagogy and elucidate how they can be applied in the FL classroom in order to enhance sought-for learning outcomes. Results. Due to the new data in the neuropedagogical domain, it is possible to identify cognitive profiles of students, which can significantly conduce to their FL acquisition. Specifically, Neuropedagogy addresses such issues as hemispheric lateralization and brain compatible learning; attention, memory, and learning; emotion, stress, and motivation; multisensory perception and sensory preferences; learning, cognitive and epistemic styles; personality types of students; their prominent multiple intelligences etc. Withal, a special emphasis in the article is placed on the brain waves. In particular, it is reported that the alpha-theta wave is most conducive to FL learning. This state can be achieved through the exposure to Baroque music, as it lulls learners into a relaxed psychological condition, whereas their mind is alert. Furthermore, since every learner acquires, processes and assimilates the incoming information in their own way, different types of students are characterized in terms of their learning and epistemic styles. They are compatible with the VARK sensory model and meant to assist instructors in developing effective strategies of teaching. The idea is also introduced to correlate Neuropedagogy with intensive learning, which is targeted at inducing in students a psychologically relaxed yet mentally alert state conducive to foreign language acquisition. Conclusion. Neuropedagogy offers an updated vista of FL acquisition grounded on neurobiological evidence. Its import is to ensure quality education based on knowledge about the structure and functions of the human brain, benefits of multisensory and multimodal perception, types of multiple intelligences, differences in brain hemisphere functions, styles of perceiving and processing the input, advantageous conditions for memorization, responses to stress and pressure, etc.

An Active Learning Framework for Ecological Intelligence: Using Activities of Multiple Intelligences to Achieve Ecological Awareness

The current paper aimed to identify the relation between ecological intelligence (EI) and the types of multiple intelligences (MI); and pointed out how ecological awareness could be raised through activities of MI. Data was gathered from the freshman students (N = 68) who studied at the Department of Primary Education. Four measures were used in this case study: interviews, multiple intelligence inventory (MII), ecological intelligence scale (EIS), and students' 5-min notes. Correlation analysis was used to find the relationship between the students’ ecological intelligence and the types of MI. The responses to interview questions were coded into discrete themes. Findings indicated that the intelligence type which had the most correlation with the sub-dimensions of EIS was InterP. Moreover, moderate relations were determined between the sub-dimensions of EIS and the types of MI which were Bodily/Kinesthetic (BK) and Visual/Spatial (VS). Although the students had difficulties in activities such as drama and role-playing for BK intelligence, they enjoyed, and had better motivation to learn collaboratively during the activities through visual tools. Ecological intelligence relates to various types of MI. Based on this assertion the activities of MI should be integrated in-class environmental activities for students to acquire ecological awareness and sensitivity.

Impact of Multiple Intelligence (MI) on Science Process Skills (SPS) among Senior High School Students

Intelligence is typically described as our cognitive capacities, which is innate, can be evaluated, and is tough to alter. Individuals, on the other hand, have a variety of intelligences, such as musical, interpersonal, spatial-visual, and linguistic intelligences, which are used to describe the whole range of skills and potential that people have. Thus, this research was focused on investigating common types of Multiple Intelligences (MI) and its impact on science process skills of senior high school students in Ghana. To address this problem, questionnaires were formulated to identify the different multiple intelligences various students subscribe to and whether their individual academic needs were met by their teachers. The sample consisted of 200 senior high school students from both public and private schools. The study showed that when a students’ multiple intelligence is taken into consideration during the teaching and learning process, it has a positive effect on the students and can be a remarkable medium of the multiple intelligences advancement of learners. The study's findings will have a huge impact on instructors' prospective teaching strategies, shifting from academic ability to multiple intelligences and focusing on each learner's individual capability.

The Implementation of Multiple Intelligence in English Online Learning

AbstractOnline learning is the alternative solution to carry out the teaching and learning during the pandemic of Covid-19 since the schools in all level are closed. As the number of English online learning practices carried out in Indonesia, there have been numerous barriers faced by the EFL teachers. One of the challenges faced by the EFL teacher is the students’ lack of motivation since the learning process is considered not interesting. Hence, it is paramount to identify the kinds of learning media such as digital platforms and learning applications that accommodate the students’ multiple intelligence.This study implements a literature review by collecting the data from various relevant literature and analyzing qualitatively. The result of this study shows the kinds of learning application as the media to accommodate the students’ multiple intelligence types. Moreover, the result of this study is expected to be a reference for EFL teachers to select and initiate learning media based on the students’ multiple intelligence. Thus the students get motivation in online learning especially in the current situation.Keywords:multiple intelligence, media, motivation

The Role Of Interior Design In Enhancing Educational Spaces For Children -To Adapt To Different Styles Of Learners .

Social sustainability aims to improve the quality of life for all segments of society in the present and the future and to provide comprehensive care by individuals and institutions in society for the benefit of society as a whole. And it requires that members of society as a whole reach a stage where they accept the differences between them and consider them as a place of strength and distinction for all. The interest in the human mind and its capabilities and methods of development is an embodiment of the interest in human wealth for the advancement of generations. Humanities scholars have been interested in measuring the human mind and searching for its nature and concepts of intelligence. Studies and scientific theories have proven that there is no single pattern of human intelligence, but rather that it is multiple and different for every person. individual alone . The types of multiple intelligences, represented in the innate biological abilities that can be observed in learners vary greatly, so the intelligent educational environment is the one that does not provide a single method for all learners with different characteristics. The study sheds light on the pattern of bodily-kinesthetic intelligence in children and how to prepare the environment of the internal educational space for these children so that they can be motivated to learn more effectively through the elements of the internal architecture that make up the educational spaces for them that correspond to their tendencies and interests, to employ their different creative abilities.

Developing Reading Materials Based on the Student’s Multiple Intelligence Types for Junior High School Students

Abstract: Students are unique with their characteristics and differences. In line with the current learning paradigm, learner-centered paradigm, teaching and learning process places greater emphasis on individuality. One of the differences is multiple intelligence types possessed by all individuals resulting in various ways of learning. Learning materials, one of the learning resources, ideally have to accommodate the students’ multiple intelligence types. However, the current learning materials contain neither sufficient reading texts nor tasks fostering their multiple intelligence types that happen in every classroom. Thus, this research intends to develop reading materials based on multiple intelligence to accommodate students’ intelligence. This research belongs to research and development of which steps are conducting a needs analysis, developing the product, getting an expert judgement, trying-out the materials and revising the product (Gall, Gall & Borg, 2007). In order to develop the appropriate reading materials that meet the students’ needs, a needs analysis was initially conducted. The needs analysis was conducted in five junior high schools in Magelang district including state and private schools. The data of the needs analysis were obtained by distributing questionnaires which were used as the consideration in developing the materials. Then, the materials developed were validated by material and learning experts before being tried out at SMP N 1 Windusari, Magelang to complete and to perfect the materials. From the data analysis, the average score of the appropriateness of the content, the language, the presentation and the design of the materials was 3.54 which was classified as “very good” and “appropriate” to be implemented. Furthermore, the result indicated that the materials also fulfilled the criteria of good materials, for instance, considering that students are different. Thus, teachers and educational stakeholders should develop learning materials catering to the students’ multiple intelligence types to accommodate their differences.Key words: reading materials, differences, multiple intelligence

Analytical thinking and its relationship to logical intelligence for scientific fifth-grade students in mathematics

The aim of the research is to identify the correlational relationship between analytical thinking and logical intelligence among fifth-grade scientific students in the Directorate of Education in Diwaniyah in mathematics, and in order to verify the goal, the researchers adopted the descriptive approach to conform to the nature of the research, and the following null hypotheses were formulated: 1) There are no statistically significant differences at the level of significance (0.05) between the average true and hypothetical performance of fifth grade students in the Diwaniyah Education Directorate in the analytical thinking test. 2) There are no statistically significant differences at the significance level (0.05) between the mean scores of male and female students in analytical thinking. 3) There are no statistically significant differences at the level of significance (0.05) between the average true and hypothetical performance of the fifth grade students in the Diwaniyah Education Directorate in the logical intelligence test. 4) There are no statistically significant differences at the significance level (0.05) between the mean scores of male and female students in logical intelligence. 5) There is no statistically significant correlation at a significance level (0.05) between analytical thinking and logical intelligence among the fifth scientific students (biological) in the Diwaniyah Education Directorate. 6) There is no statistically significant correlation at a significance level (0.05) between analytical thinking and logical intelligence among students of the fifth scientific (biological) in the Diwaniyah Education Directorate. Then the research community was identified, represented by the scientific (biological) fifth-grade students in the Directorate of Education in Diwaniyah, and the sample was chosen by the stratified random method as it consisted of (400) students and by (176) students and (224) students, and the two research tools were built: the analytical thinking test and the logical intelligence test And application to the sample, then conducting statistical analyzes of the paragraphs of the two tests and making sure of the psychometric properties and using the appropriate statistical tools and statistical package (spss) to analyze the results of the application of the two tests, and the following results were revealed: 1) Fifth-grade students possessing the scientific (biological) in the Diwaniyah Education Directorate for analytical thinking. 2) There is no difference between male and female students in having analytical thinking. 3) Fifth-grade students do not possess science (biological) in the Diwaniyah Education Directorate for Logical Intelligence. 4) There is no difference between male and female students in having logical intelligence. In light of the results of the current research, a number of recommendations and proposals have been drawn up concerning the educational field and the field of scientific research, including: 1) Directing the attention of those in charge of educational institutions in the number of different curricula, which include analytical thinking skills and areas of logical intelligence in mathematics curricula and for all academic levels and not being limited to information only. 2) Conducting similar research on other societies and stages of study to find out the extent of their possession of analytical thinking and logical intelligence, as well as the relationship of analytical thinking with other types of multiple intelligences to know the nature of the relationship and its direction.

Students’ Responses Leveling in Solving Mathematical Problem Based on SOLO Taxonomy Viewed from Multiple Intelligences

This research aimed to determine the level of student response with logical-mathematical, verbal-linguistic, and visual-spatial intelligence tendency in solving mathematical problems of linear programming material based on SOLO taxonomy. The level of students’ responses as the output in this research is expected to be used as a reference by mathematics teachers to determine the appropriate learning methods and strategies in accordance with the tendency of students' multiple intelligence types. It can be useful in realizing the effectiveness of mathematics learning about what needs to improved and emphasized in learning so that all students can achieve optimal responses in solving mathematical problem and can develop their multiple intelligences. This research is descriptive qualitative research with six students in the 11th Grade of SMAN 1 Gondanglegi as research subjects: two students with logical-mathematical intelligence tendency, two students with verbal-linguistic intelligence tendency, and two students with visual-spatial intelligence tendency. Data collection was done by providing multiple intelligence classification tests, linear programming problem tests, and interviews. The result of the research showed the students’ response level in solving the mathematical problem of linear programming material based on SOLO taxonomy is that students with logical-mathematical intelligence tendency reached extended abstract response level, students with verbal-linguistic intelligence tendency reached multistructural response level, and students with visual-spatial intelligence tendency reached multistructural and relational response level.

MULTIPLE INTELLIGENCES PROFILE OF EFL STUDENTS AT SMP MUHAMMADIYAH 15 SURABAYA

This research analyzes the multiple intelligences in English Foreign Language (EFL), especially in 8A grade students. It identifies the multiple intelligences profile based on the frequency of multiple intelligence (MI) types, students’ high scores, and low scores. This research uses descriptive qualitative design. The subject of this research was 8A grade students in SMP Muhammadiyah 15 Surabaya. The instruments of the research were Multiple Intelligences Questionnaires, IQ results, and documentation of English mid-test scores in the second semester. From analysis and discussion, it was found that this class’s IQ score average is 86, and the most dominant intelligence type is musical. For the five highest score students’ there were four types of intelligence that they had. They were interpersonal, naturalist, logical-mathematical, and musical. Meanwhile, five low English achievers had four types of multiple intelligence namely were musical, interpersonal, naturalist, and visual-spatial. In conclusion, the class has diversity in multiple intelligence.   Multiple Intelligence types cannot refer to a certain group, in this case, groups based on their English score, because some MI types can be found in the high and low English achiever groups.
  

Developing Reading Materials Based on the Student’s Multiple Intelligence Types for Junior High School Students

Abstract: Students are unique with their characteristics and differences. In line with the current learning paradigm, learner-centered paradigm, teaching and learning process places greater emphasis on individuality. One of the differences is multiple intelligence types possessed by all individuals resulting in various ways of learning. Learning materials, one of the learning resources, ideally have to accommodate the students’ multiple intelligence types. However, the current learning materials contain neither sufficient reading texts nor tasks fostering their multiple intelligence types that happen in every classroom. Thus, this research intends to develop reading materials based on multiple intelligence to accommodate students’ intelligence. This research belongs to research and development of which steps are conducting a needs analysis, developing the product, getting an expert judgement, trying-out the materials and revising the product (Gall, Gall & Borg, 2007). In order to develop the appropriate reading materials that meet the students’ needs, a needs analysis was initially conducted. The needs analysis was conducted in five junior high schools in Magelang district including state and private schools. The data of the needs analysis were obtained by distributing questionnaires which were used as the consideration in developing the materials. Then, the materials developed were validated by material and learning experts before being tried out at SMP N 1 Windusari, Magelang to complete and to perfect the materials. From the data analysis, the average score of the appropriateness of the content, the language, the presentation and the design of the materials was 3.54 which was classified as “very good” and “appropriate” to be implemented. Furthermore, the result indicated that the materials also fulfilled the criteria of good materials, for instance, considering that students are different. Thus, teachers and educational stakeholders should develop learning materials catering to the students’ multiple intelligence types to accommodate their differences.Key words: reading materials, differences, multiple intelligence

Contribution of Multiple Intelligences to L2 Writing of EFL Learners

 
 The present study was carried out to unveil the predictive power of multiple-intelligences (MI) in accounting for different components of L2 writing.  To do so, through an OPT, 120 intermediate EFL learners were selected. In one class session, the researcher gave McKenzie's (1999) MI questionnaire to the learners and asked them to fill out the questionnaire. In the subsequent session, the participants were asked to write an argumentative essay about a topic within 60 minutes. The learners' writings were scored from 1 to 4 based on each component of writing under question (i.e., content, organization, cohesion, vocabulary, grammar, spelling, and pronunciation). Finally, the learners' answers to the questionnaire were quantified and their performances on the writing test were scored by two raters (and the inter-rater reliability calculated through Pearson correlation equaled .86). Multivariate regression in AMOS (version 22) was used to analyze the data, and to show which types of MIs contributed more to different aspects of L2 writing. The results of this investigation showed that certain types of multiple-intelligences affected certain components of the students’ writing. More precisely, it was unraveled that logical and musical intelligences contributed more to the relevance and adequacy of content; on the other hand, verbal, musical, and naturalistic intelligences  bore effects on learners' writing organization; logical, existential, and verbal intelligences played a significant part in the learners' cohesion; logical and intrapersonal intelligences contributed more to the adequacy of vocabulary for purpose; musical, logical and intrapersonal intelligences could significantly account for the grammar of written productions; visual and kinesthetic intelligences were most effective in the punctuation components of L2 writings; finally, EFL learners' spelling was influenced by logical, musical, existential, and interpersonal intelligences. The results of the study bear significant implications for L2 writing researchers and teachers.

The Effect of Object-Free and Object-Related Intelligences on Hands-On Making Self-Efficacy and Attitude Toward Quality Improvement

In science, technology, engineering, arts, and mathematics (STEAM), hands-on making is the interplay of the sensuous forces of object-free and object-related intelligence transcendence in the continual process of quality improvement. The present research involved the design of a STEAM contest that focuses on having students use hand tools to produce three miniature models in the morning and then use these models to compete in relay races and tug-of-war contests in the afternoon. They were required to rely on their intelligence practice without the assistance of teachers or parents. Thus, this research aimed to explore the correlates between students’ object-free (bodily-kinesthetic, spatial, logical) and object-related (naturalistic) intelligences, and their hands-on making self-efficacy (HMSE) reflected in their attitude toward quality improvement (ATQI) when participating in a STEAM contest. Data were collected from 330 junior high school students on the day of the STEAM competition and were subjected to confirmatory factor analysis with structural equation modeling. The results indicated that the students’ 4 types of multiple intelligences were positively related to HMSE. Consequently, HMSE was positively related to ATQI. The results imply that ATQI was essential for students to win in the STEAM contest, which benefited those students with a high level of the 4 types of intelligence mediated by HMSE.