Inteligencias múltiples y alta habilidad

  1. Llor Zaragoza, Laura
  2. Ferrando Prieto, Mercedes
  3. Ferrándiz García, Carmen
  4. Hernández, Daniel
  5. Sainz, Marta
  6. Prieto Sánchez, María Dolores
  7. Fernández, María C.
Journal:
Aula abierta

ISSN: 0210-2773

Year of publication: 2012

Volume: 40

Issue: 1

Pages: 27-38

Type: Article

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Abstract

The theory of Multiple Intelligences (MI) provides a theoretical framework in the study of the giftedness, as recognizes a multiplicity of ways of learning. This study analyze the differences that parents, teachers and students have on the perception of MI according to students�f cognitive profile (high ability vs. not high ability), and gender. The sample was composed of 565 students (53.45% boys and 46.54% girls) with aged between 11 and 18 years (M = 14.05; SD = 1.08), of whom 385 were identified as GyT according to the guidelines proposed by Castello and Batlle (1998). Also a sample of 536 parents and 520 teachers took part in this study. Three checklist based on the MI theory were used: parents�f (�¿= .852) and teachers�f (�¿= .919) ratings and students�f (�¿= .807) self ratings. The results showed significant differences in the perception of students�f IM (among the three informants) in the areas of linguistic, mathematical and naturalist intelligence favouring high ability�f students. No significant differences were found in less academic areas like musical, kinaesthetic and social intelligence. Respect to gender, there were significant differences favouring girls in social and musical intelligences, and favouring boys in mathematical intelligence.

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