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Correlates of multiple intelligences and emotional intelligence of upper primary school students in Singapore
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Type
Thesis
Author
Bay, Susanna Gann Keow.
Supervisor
Lim, Kam Ming
Abstract
This study looked at the relationship between the seven variables (logicalmathematical, linguistic, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal) of Gardner’s (1983) theory Multiple Intelligences and the four components of the Emotional Intelligence construct (perceiving emotions, facilitating thought, understanding emotions, and managing emotions) as postulated by Salovey and Mayer (1990), and later popularized by Goleman (1995). Additionally, the contributing effects of gender, parenting styles, sibling relationships and socioeconomic status on the pattern of relationships among these variables was also investigated.
The research was conducted in Singapore on 360 upper primary school students, whose ages range between 10 to 11 years old. The sample of students consisted of boys and girls from co-educational, neighbourhood schools, and students from an all boys’ or all girls’ school. The construct of Multiple Intelligences was measured by the Teele Inventory of Multiple Intelligences (TIMI) (Teele, 1995), while the construct of Emotional Intelligence was assessed by the Mayer-Salovey-Caruso Emotional Intelligence Test—Youth Research Version (MSCEIT-YRV) (Mayer, Salovey & Caruso, 2002).
Several interesting findings from the research highlighted the correlates of Multiple Intelligences and Emotional Intelligence and the effects of gender, parenting styles, sibling relationships and socioeconomic status on these two constructs. Namely, a negative correlation was found between interpersonal and intrapersonal intelligence; and logical/mathematical intelligence is negatively correlated with interpersonal intelligence. In addition, gender was linked to logical-mathematical, musical, intrapersonal intelligences and the ability to perceive emotions. Results indicated that boys had higher logical/mathematical and intrapersonal intelligence than girls, while girls exhibited higher musical intelligence and abilities in perceiving emotions than boys. Parenting styles were found to have an impact on linguistic intelligence and the abilities to understand and manage emotions. Results also indicated that sibling relationships influence students’ interpersonal intelligence and their ability to facilitate thoughts. Finally, the research findings found a relationship between a student’s socioeconomic status and their linguistic intelligence.
The findings from this research highlight the complex interactions among the various aspects of children’s different abilities and the influence of environmental factors on their development. Implications from the research findings are discussed with relevance to the current Singapore educational and societal contexts.
The research was conducted in Singapore on 360 upper primary school students, whose ages range between 10 to 11 years old. The sample of students consisted of boys and girls from co-educational, neighbourhood schools, and students from an all boys’ or all girls’ school. The construct of Multiple Intelligences was measured by the Teele Inventory of Multiple Intelligences (TIMI) (Teele, 1995), while the construct of Emotional Intelligence was assessed by the Mayer-Salovey-Caruso Emotional Intelligence Test—Youth Research Version (MSCEIT-YRV) (Mayer, Salovey & Caruso, 2002).
Several interesting findings from the research highlighted the correlates of Multiple Intelligences and Emotional Intelligence and the effects of gender, parenting styles, sibling relationships and socioeconomic status on these two constructs. Namely, a negative correlation was found between interpersonal and intrapersonal intelligence; and logical/mathematical intelligence is negatively correlated with interpersonal intelligence. In addition, gender was linked to logical-mathematical, musical, intrapersonal intelligences and the ability to perceive emotions. Results indicated that boys had higher logical/mathematical and intrapersonal intelligence than girls, while girls exhibited higher musical intelligence and abilities in perceiving emotions than boys. Parenting styles were found to have an impact on linguistic intelligence and the abilities to understand and manage emotions. Results also indicated that sibling relationships influence students’ interpersonal intelligence and their ability to facilitate thoughts. Finally, the research findings found a relationship between a student’s socioeconomic status and their linguistic intelligence.
The findings from this research highlight the complex interactions among the various aspects of children’s different abilities and the influence of environmental factors on their development. Implications from the research findings are discussed with relevance to the current Singapore educational and societal contexts.
Date Issued
2006
Call Number
BF432.3 Bay
Date Submitted
2006