Assessment of multiple intelligences in elementary school students in Mexico: An exploratory study.

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Autor/Urheber	Irma Marcela González-Treviño; Georgina Mayela Núñez-Rocha; Jesús Marco Valencia-Hernández; Arturo Arrona-Palacios
Institution	Elsevier
Titel	Assessment of multiple intelligences in elementary school students in Mexico: An exploratory study.
Quelle	In: 2405-8440; doi:10.1016/j.heliyon.2020.e03777; Heliyon, Vol 6, Iss 4, Pp e03777- (2020)(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1016/j.heliyon.2020.e03777
Schlagwörter	Education; Psychology; Multiple intelligence; Educational innovation; Elementary students; Intelligences; Science (General); Q1-390; Social sciences (General); H1-99
Abstract	Multiple Intelligence (MI) helps to evaluate the brain processes of individuals. Identifying the types of multiple intelligence can help teachers to understand their students better. Several studies have identified MI in school children; nevertheless, in Mexico, these studies have been scarce. Therefore, the objective of this study was to analyze the differences of MI between genders and the grades-in-school of Mexican elementary schoolchildren. In an effort to investigate the differences of MI in elementary school children in Mexico, we provided a self-administered questionnaire to 161 Mexican students. Overall, our findings showed that the students' mean averages in the eight categories of MI were similar in both genders; in fact, the only significant differences in gender were found in intrapersonal intelligence (males reporting higher intrapersonal differences than females). No other significant differences in MI were found, nor were there interaction effects between gender and the grade in school. In summary, these results give us an understanding that the different types of MI may not be that well implemented in elementary school children.
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