International Journal of Research in English Education
ژورنال بین المللی تحقیقات در آموزش انگلیسی
IJREE
Literature & Humanities
http://ijreeonline.com
1
admin
2538-4015
2538-3027
8
10.52547/ijree
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en
jalali
1397
9
1
gregorian
2018
12
1
3
4
online
1
fulltext
en
Types of Intelligences as Predictors of Self-Efficacy: A Study on Iranian EFL Students
Types of Intelligences as Predictors of Self-Efficacy: A Study on Iranian EFL Students
پژوهشي
Research
<div style="text-align: left;"></div> <span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">Through the implementation of the multiple intelligences, teachers and practitioners will see an increase in their students’ performance and ability to learn</span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;"> languages. The application of multiple intelligences theory is suggested as a structured way to address and understand the </span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">holistic nature of learners’ </span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">diversity. </span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">It is a favorable tool for teachers to increase the attractiveness of language learning tasks and</span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">,</span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;"> therefore,</span></span> <span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">create</span></span> <span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">motivational conditions</span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">. Intelligence is not just a single construct which traditionally was assumed to be constant throughout a person’s life; individual’s profiles of intelligence differ in terms of encouragement, training, and circumstances to enquire materials eliciting particular intelligences. </span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">The present study was an attempt to investigate</span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;"> types of intelligences (linguistic,<span style="color:black;"> logical-mathematical</span>, visual, kinesthetic, musical, interpersonal, and intrapersonal) as predictors of self-efficacy (</span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">generalized self-efficacy, academic self- efficacy, and self-regulatory efficacy)</span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">. The participants were 148 male and female Iranian B.A. students majoring in TEFL and Translation at the Islamic Azad University in Malayer. The instruments included a 100-item Michigan test, Gardner’s MI questionnaire, a <span style="color:black;">12-item</span> general self-efficacy scale, an 8-item academic self-efficacy, and an 11-item self-efficacy for self-regulated learning. Data were analyzed through multiple regression analyses. Results indicated that musical and linguistic intelligences were predictors of general self-efficacy and spatial /visual intelligence </span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">made a significant contribution to predicting </span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">self-efficacy for self-regulated learning while </span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">academic self- efficacy</span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;"> could not be predicted by </span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">any of the intelligence types</span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">.</span></span><br>
<p style="margin: 0cm 0cm 0pt; text-align: justify; line-height: 150%; text-indent: 14.2pt;">Through the implementation of the multiple intelligences, teachers and practitioners will see an increase in their students’ performance and ability to learn languages. The application of multiple intelligences theory is suggested as a structured way to address and understand the holistic nature of learners’ diversity. It is a favorable tool for teachers to increase the attractiveness of language learning tasks and, therefore, create motivational conditions. Intelligence is not just a single construct which traditionally was assumed to be constant throughout a person’s life; individual’s profiles of intelligence differ in terms of encouragement, training, and circumstances to enquire materials eliciting particular intelligences. The present study was an attempt to investigate types of intelligences (linguistic, logical-mathematical, visual, kinesthetic, musical, interpersonal, and intrapersonal) as predictors of self-efficacy (generalized self-efficacy, academic self- efficacy, and self-regulatory efficacy). The participants were 148 male and female Iranian B.A. students majoring in TEFL and Translation at the Islamic Azad University in Malayer. The instruments included a 100-item Michigan test, Gardner’s MI questionnaire, a 12-item general self-efficacy scale, an 8-item academic self-efficacy, and an 11-item self-efficacy for self-regulated learning. Data were analyzed through multiple regression analyses. Results indicated that musical and linguistic intelligences were predictors of general self-efficacy and spatial /visual intelligence made a significant contribution to predicting self-efficacy for self-regulated learning while academic self- efficacy could not be predicted by any of the intelligence types.<br>
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<span font-size:="" mso-bidi-language:="" new="" style="line-height: 150%; font-family: " times=""><font color="#000000"> </font></span></p>
multiple intelligences, self-efficacy, academic self-efficacy, self-regulated learning
multiple intelligences, self-efficacy, academic self-efficacy, self-regulated learnin
12
26
http://ijreeonline.com/browse.php?a_code=A-10-90-1&slc_lang=en&sid=1
Mojtaba
Aghajani
Mojtaba
Aghajani
Mojtaba_Aghajani45@yahoo.com
1003194753284600940
1003194753284600940
Yes
Khatam ol Anbia University, Tehran, Iran
Khatam ol Anbia University, Tehran, Iran