Perceived Multiple Intelligences and Learning Preferences among Chinese Gifted Students in Hong Kong

Autor/in	Chan, David W.
Titel	Perceived Multiple Intelligences and Learning Preferences among Chinese Gifted Students in Hong Kong
Quelle	In: Journal for the Education of the Gifted, 29 (2005) 2, S.187-212 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
Schlagwörter	Multiple Intelligences; Academically Gifted; Verbal Ability; Lecture Method; Peer Teaching; Interpersonal Competence; Foreign Countries; Kinesthetic Perception; Self Concept; Cognitive Style; Measures (Individuals); Ethnic Groups; Language Proficiency; Self Evaluation (Individuals); Predictor Variables; Intelligence Quotient; Hong Kong + Suchen Sie Ihr Suchwort? Intelligenz (Psy); Mündliche Leistung; Peer group teaching; Peer Group Teaching; Interpersonale Kompetenz; Ausland; Kinaesthetic perception; Ästhetische Wahrnehmung; Selbstkonzept; Cognitive styles; Kognitiver Stil; Messdaten; Ethnie; Language skill; Language skills; Sprachkompetenz; Prädiktor; Intelligenzquotient; Hongkong
Abstract	This study examined the relationships between self-perceived multiple intelligences and five learning preferences among 604 Chinese gifted students in Hong Kong. These students perceived their strengths in interpersonal, intrapersonal, and verbal-linguistic intelligences and their weaknesses in bodily-kinesthetic and naturalist intelligences. They also indicated greater preferences in learning activities related to discussion, lecture, and peer teaching, followed by projects and simulations. In predicting the five learning preferences, personal intelligences generally emerged as common and significant predictors, suggesting that reflection and interpersonal skills contributed substantially to these learning activities. Students who reported having a greater number of learning preferences also gave themselves higher ratings on personal intelligences and verbal-linguistic intelligence. Implications of the findings in mapping learning preferences on multiple intelligences for teaching and learning are discussed. (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10