The theory of multiple intelligences in the identification of high-ability students

  1. Hernández Torrano, Daniel
  2. Ferrándiz García, Carmen
  3. Ferrando Prieto, Mercedes
  4. Prieto, Lola
  5. Fernández Bennàssar, Maria del Carme
Revista:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Año de publicación: 2014

Volumen: 30

Número: 1

Páginas: 192-200

Tipo: Artículo

DOI: 10.6018/ANALESPS.30.1.148271 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: Anales de psicología

Resumen

Este trabajo ofrece una propuesta para implementar la teoría de las inteligencias múltiples (IM) en la identificación de alumnos de altas habi-lidades en Educación Secundaria. Para ello se analizó la estructura interna de tres escalas para la evaluación de las IM destinadas a alumnos, padres y profesores en una muestra de 566 alumnos nominados con altas habilida-des de edades comprendidas entre los 11 y los 18 años (M = 14.85, DT = 1.08). Los resultados indicaron perfiles intelectuales diferenciados depen-diendo del informante estimando las IM de los alumnos. Este estudio pro-porcionó evidencia de la existencia de dos componentes que permiten ana-lizar la competencia cognitiva de los alumnos más allá de las dimensiones generalmente valoradas en la escuela: un componente académico que en-globa las inteligencias lingüística, lógico-matemática, naturalista y viso-espacial; y un componente no académico que comprende las inteligencias corporal, musical y social. Finalmente, se discute la utilidad de las escalas de IM para identificar alumnos de altas habilidades en educación secundaria

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Fuente de los datos: Dialnet