Academic literature on the topic 'Intrapersonal intelligence'
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Journal articles on the topic "Intrapersonal intelligence"
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Angela, Nidia, Edi Hendri Mulyana, and Dadan Nugraha. "PERKEMBANGAN KECERDASAN INTRAPERSONAL ANAK USIA DINI KELOMPOK B TK NEGERI PEMBINA KOTO BARU KECAMATAN KUBUNG KABUPATEN SOLOK." JURNAL PAUD AGAPEDIA 3, no. 1 (July 21, 2020): 38–47. http://dx.doi.org/10.17509/jpa.v3i1.26666.
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ABSTRACT Some professional studies show that intrapersonal intelligence is one of the important intelligenceswhichto be owned and developed for the students besidethe other intelligences. Considering the importance of it, the education world should be aware about the importance of intrapersonal intelligence besides the other intelligences. The purpose of this study is to find out the intrapersonal intelligence development of children at Group B Pembina state kinderkarten Koto Baru Kubung district Solok regency. And to know the intrapersonal intelligence development of children in the self-discipline aspect, self-confidence, responsibility, expressing activities and capability to improve themselves. By using purposive sampling technique obtained data to be studied there are 15 child. The method of this research is descriptive method with qualitative approach. After analyzing the collected data, it shows that the intrapersonal intelligence development of children at group B Pembina state kinderkarten Koto Baru Kubung district Solok Regency is very good development level (BSB), because, from 15 researched childrens there are 8 childrens who achieve very good development (BSB), 5 children who achieve according to the expectations development (BSH), and 2 children with achievement levels began to grow (MB). ABSTRAK Berbagai kajian para ahli menunjukkan bahwa kecerdasan intrapersonal merupakan suatu bentuk kecerdasan yang penting dimiliki dan dikembangkan pada diri peserta didik disamping kecerdasan lainnya. Mengingat pentingnya hal tersebut, dunia pendidikan ini harus menyadari akan pentingnya kecerdasan intrapersonal disamping kecerdasan yang lainnya. Tujuan penelitian ini adalah untuk mengetahui perkembangan kecerasan intrapersonal anak kelompok B TK Negeri Pembina Koto Baru Kecamatan Kubung Kabupaten Solok. Dan untuk mengetahui perkembangan kecerdasan intrapersonal anak dalam aspek mandiri, disiplin, percaya diri, tanggungjawab, mangekspresikan kegiatan dan mampu memperbaiki diri. Dengan menggunakan teknik puposive sampling didapatkan data yang akan diteliti ada 15 orang anak. Metode yang digunakan adalah metode deskriptif dengan pendekatan kualitatif. Setelah dilakukan analisis terhadap data yang terkumpul diketahui bahwa perkembangan kecerdasan intrapersonal anak kelompok B TK Negeri Pembina Koto Baru berada pada tingkat pencapaian berkembang sangat baik (BSB), kerena dari 15 orang anak yang diteliti terdapat 8 orang anak yang berada pada tingkat pencapaian berkembang sangat baik (BSB), 5 orang anak yang berada pada tingkat pencapaian berkembang sesuai harapan (BSH), dan 2 orang anak dengan tingkat pencapaian mulai berkembang (MB).
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Nisa, Ulfatun, and Rini Setianingsih. "Kemampuan Komunikasi Matematis Siswa Dalam Menyelesaikan Soal Statistika Ditinjau Dari Kecerdasan Intrapersonal dan Interpersonal." JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS 3, no. 2 (January 19, 2021): 89. http://dx.doi.org/10.26740/jppms.v3n2.p89-100.
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Abstrak — Kemampuan komunikasi matematis dalam belajar matematika sangat dibutuhkan oleh siswa karena melalui komunikasi, siswa dapat mengekspresikan ide-ide atau pikiran mereka tentang matematika secara lisan ataupun tulisan. Sementara itu, ada perbedaan kecerdasan siswa, salah satunya kecerdasan intrapersonal dan interpersonal, yang memungkinkan adanya beberapa perbedaan kemampuan komunikasi tulis dan lisan mereka dalam menyelesaikan soal statistika. Penelitian ini bertujuan untuk mendeskripsikan kemampuan komunikasi matematis siswa dalam menyelesaikan soal statistika berdasarkan tingkat kecerdasan intrapersonal dan interpersonal yang dimiliki oleh siswa. Instrumen yang digunakan dalam penelitian ini adalah angket kecerdasan intrapersonal dan interpersonal, soal tes kemampuan komunikasi matematis, dan wawancara. Subjek dalam penelitian ini adalah empat siswa, dengan satu siswa diantaranya memiliki kecerdasan intrapersonal dan interpersonal kategori tinggi, satu siswa memiliki kecerdasan intrapersonal tinggi namun kecerdasan interpersonal rendah, satu siswa dengan tingkat kecerdasan intrapersonal rendah namun kecerdasan interpersonal tinggi, dan satu siswa lainnya memiliki tingkat kecerdasan yang rendah pada intrapersonal dan interpersonal. Pengelompokan kecerdasan interpersonal dan intrapersonal ditentukan melalui skor pada instrumen pengukuran kecerdasan intrapersonal dan interpersonal masing-masing siswa. Keempat siswa tersebut diberikan tes kemampuan komunikasi matematis untuk memperoleh data kemampuan komunikasi matematis. Berdasarkan deskripsi dan hasil analisis dalam penelitian ini, menunjukkan bahwa kecerdasan intrapersonal dan interpersonal dapat mempengaruhi siswa saat menyelesaikan soal statistika. Oleh karena itu penting bagi siswa dan guru untuk mengetahui kemampuan komunikasi matematis agar dapat meningkatkan pemahaman dan kemampuan dalam menyelesaikan soal statistika.Kata Kunci: Kemampuan Komunikasi Matematis, Soal Statistika, Kecerdasan Intrapersonal dan InterpersonalAbstract — Mathematical communication skills are needed by students in learning mathematics because through communication, students can express their ideas or thoughts about mathematics in writing or orally. Meanwhile, there are differences in student intelligence, one of which is intrapersonal and interpersonal intelligence, which allows for some differences in their written and verbal communication skills in solving statistical problems. This study aims to describe the mathematical communication skills of students in solving statistical problems based on the level of intrapersonal and interpersonal intelligence possessed by students. The instruments used in this study were intrapersonal and interpersonal intelligence questionnaires, mathematical communication skills test questions, and interviews. The subjects in this study were four students, one student with high intrapersonal and interpersonal intelligence, low students with low intrapersonal and interpersonal intelligence, one student with low intrapersonal and high interpersonal intelligence, and one student with low intrapersonal and interpersonal intelligence. The grouping of intrapersonal and interpersonal intelligence is determined through each student's intrapersonal and interpersonal intelligence questionnaire. The four students were given a mathematical communication ability test to obtain data on mathematical communication skillsBased on the description and analysis results in this study, it shows that intrapersonal and interpersonal intelligence can influence students when solving statistical problems. Therefore it is important for students and teachers to know the mathematical communication skills in order to improve understanding and ability to solve statistical problems.Keywords: Mathematical Communication Skills, Statistics Questions, Intrapersonal and Interpersonal Intelligence
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Moran, Seana. "Purpose: giftedness in intrapersonal intelligence." High Ability Studies 20, no. 2 (December 2009): 143–59. http://dx.doi.org/10.1080/13598130903358501.
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Vetrivel, Dr V. "Employees Personality of Intrapersonal and Interpersonal on Emotional Intelligence." International Journal of Trend in Scientific Research and Development Volume-3, Issue-1 (December 31, 2018): 582–85. http://dx.doi.org/10.31142/ijtsrd19043.
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Sahidun, Nurfitri, and Radjiman Ismail. "PENINGKATAN KECERDASAN INTRAPERSONAL DAN KECERDASAN INTERPERSONAL MELALUI METODE BERMAIN PERAN DI KELOMPOK B PAUD TITIAN KASIH." Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini 1, no. 2 (December 13, 2019): 13. http://dx.doi.org/10.33474/thufuli.v1i2.4897.
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The aims of this research to know the increased of children intrapersonal intelligence and interpersonal intelligence through role playing methods. Respondents of the research involved of 20 children from group B at PAUD Titian Kasih. The method of this research consists by Kemmis and Taggart model. The score of data were analyzed by using quantitative and qualitative approach. The results of data indicate that interpersonal intelligence and intrapersonal intelligence of children have increased, based on the first cycle, it can be seen that children's interpersonal intelligence and intrapersonal intelligence have increased by 10.37%, in the pre-test the average the class average was 41.33 or 46.96% and in the first cycle it became 46 or 57.33%. In the second cycle of interpersonal intelligence and intrapersonal intelligence of children has increased by 22.59%. In the second cycle the children obtained an average score of 64.47 or 79.92%. The conclusions are the score of interpersonal intelligence and intrapersonal intelligence of children increases from pre-research to first cycle and from first cycle to second cycle, the implementation of the role playing method in teaching and learning gives children the opportunity to explore various intelligence possessed by children, especially intelligence interpersonal intelligence and intrapersonal intelligence.
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Siregar, Maulina, Abdul Hasan Saragih, and R. Mursid. "PENGARUH STRATEGI PEMBELAJARAN DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR IPS." Jurnal Teknologi Pendidikan (JTP) 14, no. 1 (April 3, 2021): 75. http://dx.doi.org/10.24114/jtp.v14i1.24176.
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Abstrak: Penelitian bertujuan untuk mengetahui pengaruh hasil belajar IPS dengan startegi pembelajaran NHT dan STAD, mengetahui pengaruh hasil belajar IPS terhadap kecerdasan interpersonal dan intrapersonal, mengetahui adanya interaksi antara strategi pembelajaran dan kecerdasan ganda terhadap hasil belajar IPS. Populasi penelitian siswa kelas XI SMK Negeri 1 Meranti. Sampel penelitian siswa kelas XI yang terdiri dari 2 kelas. Teknik pengambilan sampel adalah cluster random sampling. Metode penelitian menggunakan desain eksperimen semu dengan faktor 2 × 2. Teknik analisis data yang digunakan adalah ANOVA dua jalur dengan taraf signifikansi α = 0,05. Hasil penelitian menunjukkan bahwa: Prestasi belajar IPS siswa yang diajar dengan strategi pembelajaran NHT lebih tinggi daripada siswa yang diajar dengan Strategi Pembelajaran STAD;Prestasi belajar siswa yang memiliki kecerdasan interpersonal lebih tinggi daripada siswa yang memiliki kecerdasan intrapersonal; dan terdapat interaksi antara strategi pembelajaran NHT dan strategi pembelajaran STAD dan kecerdasan berganda (kecerdasan intrapersonal dan interpersonal) terhadap prestasi belajar IPS siswa. Berdasarkan nilai rata-rata siswa memberikan indikasi bahwa kelompok siswa yang memiliki kecerdasan interpersonal akan lebih baik diajar dengan menggunakan strategi pembelajaran NHT dan siswa yang memiliki kecerdasan intrapersonal akan lebih baik diajar dengan menggunakan strategi pembelajaran STAD. Kata Kunci: strategi pembelajaran, kecerdasan ganda, ilmu pengetahuan sosial Abstract: This study aims to determine the effect of social studies learning outcomes with NHT and STAD learning strategies, to determine the effect of social studies learning outcomes on interpersonal and intrapersonal intelligence, to determine the interaction between learning strategies and multiple intelligences on social studies learning outcomes. The research population of the XI grade students of SMK Negeri 1 Meranti. The research sample of class XI students consisted of 2 classes. The sampling technique was cluster random sampling. The research method used a quasi-experimental design with a factor of 2 × 2. The data analysis technique used was two-way ANOVA with a significance level of α = 0.05. The results showed that: The social studies learning achievement of students who were taught with the NHT learning strategy was higher than students who were taught with the STAD Learning Strategy; The learning achievement of students who had interpersonal intelligence was higher than students who had intrapersonal intelligence; and there is an interaction between NHT learning strategies and STAD learning strategies and multiple intelligences (intrapersonal and interpersonal intelligence) on students' social studies learning achievement. Based on the average score of students, it indicates that groups of students who have interpersonal intelligence will be better taught using the NHT learning strategy and students who have intrapersonal intelligence will be better taught using the STAD learning strategy. Keywords: learning strategy, multiple intelligence, social science
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Siregar, Maulina, Abdul Hasan Saragih, and Julaga Situmorang. "PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF NUMBERED HEAD TOGETHER DENGAN STUDENT TEAMS ACHIEVEMENT DIVISION DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR IPS." Jurnal Teknologi Pendidikan (JTP) 12, no. 1 (September 9, 2019): 75. http://dx.doi.org/10.24114/jtp.v12i1.14504.
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Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar kelompok siswa yang diajar dengan menggunakan strategi pembelajaran NHT lebih tinggi daripada siswa yang diajar dengan menggunakan strategi pembelajaran STAD; (2) kelompok siswa yang memiliki kecerdasan interpersonal memperoleh hasil belajar IPS lebih tinggi dibandingkan dengan kelompok siswa yang memiliki kecerdasan intrapersonal; dan (3) interaksi antara strategi pembelajaran NHT dan strategi pembelajaran STAD dan kecerdasan ganda (kecerdasan intrapersonal dan kecerdasan interpersonal) terhadap hasil belajar IPS. Metode yang digunakan dalam penelitian ini adalah metode penelitian eksperimen semu (quasi eksperiment). Hasil penelitian menunjukkan: (1) hasil belajar IPS siswa yang diajar dengan menggunakan strategi pembelajaran NHT (rata-rata 81,95) lebih tinggi dibandingkan hasil belajar siswa yang diajarkan dengan strategi pembelajaran STAD (rata-rata 79,10); (2) hasil belajar IPS siswa yang memiliki kecerdasan interpersonal (rata-rata 84,06) lebih tinggi dibandingkan kelompok siswa yang memiliki kecerdasan intrapersonal (rata-rata 77,64); dan (3) terdapat interaksi antara strategi pembelajaran dan kecerdasan ganda tehadap hasil belajar IPS siswa. Kata Kunci: strategi pembelajaran NHT, STAD, kecerdasan ganda, IPS Abstract: This study aims to determine: (1) the learning outcomes of groups of students taught using NHT learning strategies are higher than students taught by using STAD learning strategies; (2) groups of students who have interpersonal intelligence get higher social studies learning outcomes compared to groups of students who have intrapersonal intelligence; and (3) the interaction between NHT learning strategies and STAD learning strategies and multiple intelligences (intrapersonal intelligence and interpersonal intelligence) on social studies learning outcomes. The method used in this research is quasi-experimental research method. The results showed: (1) Social studies learning outcomes of students who were taught using the NHT learning strategy (an average of 81.95) were higher than the learning outcomes of students taught with the STAD learning strategy (an average of 79.10); (2) social studies learning outcomes of students who have interpersonal intelligence (on average 84.06) higher than groups of students who have intrapersonal intelligence (on average 77.64); and (3) there is an interaction between learning strategies and multiple intelligences towards students' social studies learning outcomes. Keywords: NHT learning strategies, STAD, multiple intelligence, social studies
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Biscardi, João Márcio dos Santos, Henrique Rodrigues da Costa, Ricardo Rasmussen Petterle, and Rogério de Fraga. "Learning Preferences and Multiple Intelligences: An Observational Study in Brazilian Studies." Revista Brasileira de Educação Médica 43, no. 3 (July 2019): 134–44. http://dx.doi.org/10.1590/1981-52712015v43n3rb20180169ingles.
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ABSTRACT In recent years, Multiple Intelligences (MI – bodily-kinesthetic, spatial, intrapersonal, interpersonal, linguistic, logical-mathematical, musical, and naturalist) and Learning Preferences (LP – visual, aural, read/write, kinesthetic, and multimodal) have been intensely studied throughout the world. In this context, plenty of tools that evaluate such parameters have been created and later improved over the past decades. Nowadays, the necessity for optimal learning strategies and more individualized teaching continues to rise, reinforcing the importance of identifying individual strengths and cognitive preferences. Objectives to analyze the distribution of MI – and how they influence one another – and LP in medical students at the Federal University of Paraná (UFPR), Brazil. The results could lead to improvements in the educational setting. Methods a descriptive cross-sectional study involving UFPR medical students of all 12 semesters, who were analyzed through questionnaires with regard to both their MI (“Multiple Intelligences Checklist for Students”) and LP (“Visual, Aural, Read/Write, Kinesthetic – VARK – Questionnaire”). Results a total of 1054 questionnaires were processed (527 students). Intrapersonal (71 ± 10.5), logical-mathematical (69.3 ± 14), and linguistic (68.4 ± 11.8) intelligences predominated, whereas naturalist achieved the lowest mean score (47.3 ± 19.5). Positive correlations were identified between all of the MI. Regarding the LP, the multimodal (42.3%) was the most frequent, followed by visual (21.3%), aural (18.6%), kinesthetic (11.2%), and read/write (6.6%). When both cognitive theories were correlated, the following associations prevailed: visual LP and intrapersonal intelligence; aural LP and interpersonal intelligence; read/write LP and logical-mathematical intelligence; kinesthetic LP and logical-mathematical intelligence; and multimodal preference and intrapersonal intelligence. Conclusions intrapersonal intelligence achieved the highest overall scores, followed by logical-mathematical and linguistic. Naturalist intelligence achieved the lowest scores in terms of semester, cycle, and overall analysis. All MI were positively correlated. Multimodality was the most commonly observed LP, whereas the read/write preference was the least frequent. Correlations initially expected between MI and LP were confirmed. As for future perspectives, it is expected that teachers and education managers adapt current teaching strategies in order to meet the students’ preferences. Together, MI and LP indicate that the focus should not rely on how smart a given person is, but in which ways.
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Al Hosni, Afraa Ali, and Rayya Salim Al-Manthari. "Multiple Intelligences among Ninth-Grade Students in the Sultanate of Oman." World Journal of Education 11, no. 2 (April 16, 2021): 15. http://dx.doi.org/10.5430/wje.v11n2p15.
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This study aimed to examine the multiple intelligences among the ninth-grade students in the North Al Batinah Governorate in the Sultanate of Oman. The study sample contained 112 randomly selected students. For the purposes of this study, the researchers designed two multiple intelligences scales, consisting of the eight types of intelligences: linguistic-verbal, visual-spatial, logical-mathematical, interpersonal, naturalistic, bodily-kinesthetic, intrapersonal, and rhythm-musical. Each type of intelligence includes 8 descriptive items, with a total of 64 items for the whole scale. The results showed that the first, second, and third ranks came in favor of interpersonal intelligence, mathematical-logical, and visual-spatial, respectively, among students in general, whereas the results also revealed that interpersonal intelligence, logical-mathematical, and naturalistic were ranked in the first three ranks among male students. The interpersonal intelligence, visual-spatial intelligence, and the mathematical-logic intelligence were ranked in the first three places, respectively, among the female students. The results showed there are statistically significant differences at the 0.05 significance level between the arithmetic means of students in multiple intelligences due to the gender variable in favor of women in each of the visual-spatial and intrapersonal intelligences. Based on the findings of the study, a number of recommendations were proposed, most notably the following: Applying multiple intelligences scales at the beginning of each academic year, classifying students according to their intelligence to build and implement lesson plans in light of these classifications, preparing educational curricula in light of students’ multiple intelligences to take into account the differences between them, diversifying the learning environments according to the intelligence differences among students, conducting diagnostic studies for the prevalent multiple intelligences among all students in all classes and educational stages, and engaging in studies that test the effectiveness of employing the theory of multiple intelligences and its educational applications in developing language and intrapersonal skills and enhancing academic achievement.
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Azid, Nurulwahida Hj, and Aizan Yaacob. "Enriching Orphans’ Potentials through Interpersonal and Intrapersonal Intelligence Enrichment Activities." International Journal of Instruction 9, no. 1 (January 10, 2016): 17–32. http://dx.doi.org/10.12973/iji.2016.913a.
Full textDissertations / Theses on the topic "Intrapersonal intelligence"
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Parker, Juanita Lynn. "Academic Success for the 21st Century Learner: Intrapersonal Intelligence and Resilience." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2077.
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Internal and personal strengths are associated with positive academic outcomes in the higher educational setting and are particularly relevant to the 21st century learner in the modern complex and global society. There is limited research addressing the connection between intrapersonal intelligence, resilience, and academic success. This information is important to better assist students in developing qualities that foster academic success and sustainability. The purpose of this study was to investigate the correlations between intrapersonal intelligence, as measured by the Multiple Intelligences Development Assessment Scales (MIDAS); resilience, as measured by the Connor-Davidson Resilience Scale (CD-RISC); and academic success, as measured by the Scale of Implicit Theory of Intelligence (SITI), grade point average (GPA), and grade level. Ninety-one undergraduate students recruited through an online research pool and flyers distributed on campus participated in the study. Participants were asked to complete 3 surveys and a demographic questionnaire. Constructivist and transformative learning theories were used to frame the study and address self-development in the learning process. Results of a multiple regression analysis revealed a significant correlation between intrapersonal intelligence and GPA (a component of academic success). This research study promotes positive social change by emphasizing the intrinsic strengthening and transformation of the learner for a sustainable education. To enhance academic outcomes, academic leaders could focus on developing curricula with objectives that support the increase of intrapersonal intelligence. Building awareness of the significance of intrapersonal intelligence and resilience is important for the development of a sustainable education and to equip students for the problem solving challenges of the 21st century.
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Sellars, Maura, and res cand@acu edu au. "The Affective Component in Effective Education." Australian Catholic University. School of Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp103.11092006.
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This study investigated eight and nine year old children’s capabilities to develop skills in the intrapersonal intelligence domain as defined by Howard Gardner. A group of twenty-seven, seven to nine year olds were introduced to a program specifically designed to foster their self-knowledge as learners and their self-management skills in the English learning environment. The students were introduced to activities that would help them to identify their own relative strengths and limitations and use this knowledge to negotiate a learning environment that would best suit their own learning needs. This program included developing skills in goal setting and identification of personal learning strategies. It also sought to improve work habits and student on- task behaviours and encourage self-monitoring, self-evaluation and self-reflection. The results obtained evidenced a considerable improvement in the students’ self knowledge and how this impacted on their perceptions of themselves as learners. The students grew increasingly aware of their own relative strengths and used this information to negotiate their learning environment, to identify strategies that worked for them and to take increasingly more responsibility for their own learning. As a result of the findings of this study, there are clear implications that if students are provided with opportunities to develop accurate intrapersonal intelligence, this improved awareness of ‘self’ can have an impact on successful learning. This study indicates that if teachers provide students with opportunities to investigate and learn about themselves as learners, to build skills in goal setting and to identify personal learning strategies, then an increase in self-knowledge and self-management will impact positively on the students’ capacity to learn successfully. Consequently, programs and strategies designed to promote students’ intrapersonal intelligence may become a valuable part of school practice and curricula.
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Grilo, Ana Raquel Robalo. "Inteligência emocional e a demografia nas organizações : um estudo de caso." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14477.
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Mestrado em Gestão de Recursos HumanosO conceito de inteligências múltiplas de Gardner (1993) levou a comunidade científica a repensar as formas de avaliar as capacidades cognitivas dos seres humanos. Nos anos noventa do séc. XX surge o conceito de Inteligência Emocional, que pretende identificar um novo tipo de inteligência, ligada com capacidades de identificar emoções e usá-las de forma produtiva. Pretendia-se avaliar capacidades de liderança e de desempenho profissional com a utilização da medida de Inteligência Emocional(IE) como inteligência autónoma. O trabalho de Goleman (1996) chamou a atenção dos media para esta questão, mas foram Mayer & Salovey (1993) os primeiros investigadores a abordar a questão da Inteligência Emocional, como uma nova forma de inteligência autónoma das capacidades cognitivas. O avanço do conhecimento científico acerca da Inteligência Emocional tem proporcionado mais informação sobre esta dimensão, em ligação com as capacidades cognitivas, mas continua em discussão qual a melhor escala de medida para avaliar as capacidades de IE, uma vez que se considera que as escalas de autorrelato são insuficientes para medir estas capacidades. Realizámos um estudo empírico, com 113 participantes (masculinos e femininos) numa empresa de serviços utilizando a escala de autorrelato de Schutte et al. (1989) e verificamos que é necessário complementar estas investigações com a escala de desempenho, para conseguir credibilidade científica na medida das capacidades de Inteligência Emocional, por forma a que estas possam assumir capacidade preditora de desempenho profissional.
Gardner´s concept of multiple intelligences made the scientific community to rethink, the different ways to evaluate the human being cognitive capacities. During the nineties, in the 20 th century, the emotional intelligence concept came out, as a procedure to identify a new type of intelligence, connected to the capacity to identify emotions and use it in a productive way. The goal was to evaluate leadership capacities and work performance, using EI measurement as an independent intelligence. Goleman's work (1996) called the media attention for this issue, but Mayer & Salovey (1993) were the first researchers to address the Emotional Intelligence as a new form of intelligence, autonomous from cognitive capacities The advance in scientific research about Emotional Intelligence gave us more information about this dimension, connected with cognitive capacities, but the discussion still occurs when it comes to the best measurement scale to be used in order to evaluate EI capacities, once the self-report scale are considered insufficient to measure these capacities. We made an empiric study with 113 participants (male and female) in a technology services company using Schutte et al. (1989) self -report scale and we verified that it's necessary to complement the investigation with a performance scale, to achieve scientific credibility in EI measurement, to suceed finding predictor variables for professional performance.
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Cloete, Dina J. "‘n Ondersoek na die fasilitering van verskillende leerstyle en meervoudige intelligensies tydens koöperatiewe leer en groepaktiwiteite in hoër onderwys (Afrikaans)." Diss., University of Pretoria, 2004. http://hdl.handle.net/2263/26729.
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Education programmes of the previous education departments in South Africa were based mainly on individual achievement and competition. In the new Outcomes Based programmes there is a shift to interaction, shared knowledge and the mastering of a variety of interaction skills. Ned Herrmann’s (1996) theory about the complexity of the human brain, the MI-theory of Gardner (2000b) and Sternberg’s (1997), Litzinger and Osif’s (1993) view of thinking and learning styles form the theoretical framework of this study. This research focuses in the first place on the way that students experience group work and co-operative learning, secondlyon what facilitators know or do not know about MI (multiple intelligences), co-operative learning and groupwork and how they implement the principles in their planning and during contact sessions. The research problem is: To what extend do facilitators in higher education make provision for the learning style preferences and other individual differences of learners during contact sessions facilitated by means of group work and/or co-operative learning? How do the learners respond to these approaches? This mixed methods research is done through observation, semi-structured interviews, a diagnostic questionnaire and a content analysis of study documentation. Study documentation was analysed to determine to what extend facilitators provided for learners’ learning style preferences and other individual differences. The behaviour of teacher training students was recorded over a period of three months and in different group settings. Participants completed a diagnostic questionnaire and the data obtained were compared with their behaviour to determine if there is any correlation between certain learning styles and behaviour patterns. I found that although the questions and assignments leave room for the learners’ differences, there is no reference to MI and learning styles in the study documentation. The theory of co-operative learning and group work is addressed in die study documentation. Learners with high interpersonal intelligence scores participated spontaneously in group activities and co-operative learning. Contrary to this the intrapersonal learners responded in a negative way. Personality clashes, conflict, prejudice, etc. were resolved to a great extend by changing group combinations. Nevertheless, the intrapersonal learner maintains a negative response towards group activities and co-operative learning. There was little or no significant negative behavior observed from learners with high scores in the other seven intelligences according to Gardner (2000b). The outcome of the first contact session led me to the conclusion that co-operative learning and group work are valuable facilitating strategies on the basis of shared sources, knowledge and progress in learning activities. Although the facilitators used these facilitating strategies, I could find no evidence that they took learners’ preferences and differences into account during contact sessions. However, in the interviews it became clear that they are enthusiastic to learn more about MI and learning styles and ways to plan and facilitate according to that knowledge. Facilitators need to know the learners in order to accommodate their diversities in group activities and co-operative learning. Learners, on the other hand, need to know their own abilities, intelligence and learning style preferences. The teaching profession is complex and continuous renewal and amelioration are essential to ensure dynamic and effective learning.Dissertation (MEd (Curriculum Studies))--University of Pretoria, 2006.
Curriculum Studies
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Chuang, Ya Ting, and 莊雅婷. "Interpersonal intelligence, intrapersonal intelligence, creativity and adversity experience of elementary school students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/86554809435692786979.
Full textAbstract:
碩士國立政治大學
教育研究所
99
The main purpose of this study was to explore the relationships among interpersonal intelligence, intrapersonal intelligence, creativity and adversity experience of elementary school students. A total of 642 children in the forth to sixth grade of elementary school students (314 male, 324 female) in Taiwan was sampled in this study. This study involved a survey that comprised of four sets of questionnaires: the Inventory of Interpersonal Intelligence, the Inventory of Intrapersonal Intelligence, the Inventory of Creative Behavior, and the Inventory of Creative Self-efficacy. The quantitative of data was analyzed by descriptive statistics, Pearson’s correlation, t-test, ANOVA, and regression analysis. The main findings of this study were as follows. (a)Elementary school students are rated above middle on their self-efficacy of interpersonal intelligence and intrapersonal intelligence, and also interested in relevance activities. In face of adversity, they tend to have negative emotions, but at the same time they know how to actively cope, adjust and reframe. They can also construct meaning from the adversity; (b) Elementary school students who has the higher interpersonal intelligence, intrapersonal intelligence, creative self-efficacy, and behaved more creative, would be more active to face adversity, but also can construct more positive life meaning from the adversity; (c) interpersonal intelligence, intrapersonal intelligence, creative self-efficacy and creative behavior significantly predicted negative emotions, coping methods, and meaning construction of adversity, and vice versa. According to the results of the study, some suggestions were made for educators and further studies. Key words: interpersonal intelligence, intrapersonal intelligence, creativity, adversity experience.
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CHEN, MEI-LIN, and 陳美伶. "A Study of Influences of Meditation Practices on Grade Four Students' Intrapersonal Intelligence and Interpersonal Intelligence." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/65380173514275994803.
Full textAbstract:
碩士國立高雄師範大學
工業科技教育學系
94
Abstract The aim of this study was to discuss whether meditation practices as used in guiding fourth year students in elementary school to explore their intrapersonal intelligence and interpersonal intelligence are influential. This study used a class of 26 grade four students in Yung-ching Elementary School as instructing subjects of meditation practices. Qualitative research method was adopted to do the research. In the duration of four weeks, after 30 minutes' practices in the morning from Monday through Thursday, data were collected through interviews. We examined and discussed whether students, after undergoing meditation, were able to employ meditation method to deeply perceive their own intrapersonal intelligence and interpersonal intelligence. The major findings of this study are as follows: 1. Eighty-eight percent of students, after the instructors' guidance, can enter the state of meditation. 2. Meditation practices, when used to guide students to develop their intrapersonal intelligence, can help them handle their emotions, understand their inner selves, and find answers to their self pursuit through meditation. 3. When meditation practices are used to guide students to develop their interpersonal intelligence, they can help them find their most appropriate ways of interpersonal interactions. 4. Other benefits students can get from meditation are that they focus better and that their imaginative abilities are enriched. Key words: meditation，intrapersonal intelligence，interpersonal intelligence
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Chang, Meng-Chi, and 張孟琪. "The relationship among parental raising attitude, intrapersonal intelligence and interpersonal intelligence between students from a single-child family and a multiple-children family." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/15214186723302444202.
Full textAbstract:
碩士臺北市立教育大學
心理與諮商教學碩士學位班
97
The research investigated the relationship among parental raising attitude, children’s interpersonal intelligence and intrapersonal intelligence between students from a single-child family and a multiple-children family. The samples consisted of 863 fifth graders from 15 elementary schools in Taipei City and were drawn with a stratified cluster sampling method. The “Interpersonal intelligence scale”, “Intrapersonal intelligence scale”, and “Parental raising attitude scale” were developed by the researher. Data were analyzed using statistical methods such as two-way ANOVA, canonical correlation analysis and multiple simultaneous regression. The results were as follows： 1. In terms of interpersonal intelligence, there was no significant interaction effect between single-child students and other background variables such as gender, family types and parental education. Females had higher interpersonal intelligence than males, and a significant difference was found in “cooperation learning” between children with different family types. Moreover, a significant difference was found in “emotional awareness and expression” between children with different levels of parental education. 2. In terms of intrapersonal intelligence, there was no significant interaction effect between single-child students and variables such as gender, family types and parental education. Females had higher intrapersonal intelligence than males. 3. In terms of parental raising attitude, there is a significant interaction effect between sigle-child students and mother education on the subscale of mother’s demandingness. A significant difference was found in the subscale of “father’s responsiveness” between children of different family types. Moreover, a significant difference was found in all subscales of parental raising attitude between children with different parental education. 4.There were canonical correlations between interpersonal intelligence and intrapersonal intelligence of students from a single-child family or a multiple-children family. 5.The parental raising attitude of students from a single-child family or a multiple-children family can both predict their interpersonal intelligence and intrapersonal intelligence effectivelly. According to the results above, suggestions were provided for school administratives, teachers and parents.
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Hui-Chuan, Huang, and 黃慧娟. "Exploring the Changes in Intrapersonal and Interpersonal Intelligence of Children from Disadvantaged Families through Expressive Art Therapy Group Activities." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/fu437d.
Full textAbstract:
碩士美和科技大學
社會工作系碩士班
107
This study explores the relationship between children's intrapersonal and interpersonal intelligence among the disadvantaged families in institutions. The study is based on the care of underprivileged children in a southern after school welfare program. With cultural and economic disadvantages as the two independent variables measuring the two dependent variables, intrapersonal and interpersonal intelligence; using hierarchical regression to test the level between the two model groups, and from the empirical data to find out whether the independent variables have the power to impact the two dependent variables. The hypothesis of this study is that after the intervention of expressive art therapy, it impacts underprivileged children's intrapersonal intelligence and interpersonal intelligence. In this study, a total of 72 surveys were delivered to disadvantaged families with children in need of after school counseling. After deducting the invalid surveys, the effective number of surveys was 68, and the effective recovery percentage of surveys was 91.89%. The results of the study shows that through expressive art therapy on underprivileged children: cultural disadvantage has an impact on intrapersonal intelligence, and cultural disadvantage has a high impact on interpersonal intelligence; economical disadvantage variables have a high impact on intrapersonal intelligence, and economical disadvantage variables have can make an impact on interpersonal intelligence. Based on the results of this study, we discussed and suggest relevant implications, research limitations, and recommendations for follow-up studies.
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Pienaar, Hester Catharina. "Application of accelerated learning techniques with particular reference to multiple intelligences." Thesis, 2008. http://hdl.handle.net/10500/2021.
Full textAbstract:
The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach.
A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom.
A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods.
It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach.EDUCATIONAL STUDIES
MED (DIDACTICS)
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WANG, JYUN-MIN, and 王竣民. "EFFECTS OF AN ADOLESCENT LITERATURE READING PROGRAM ON ENGLISH READING, INTERPERSONAL, AND INTRAPERSONAL INTELLIGENCE DEVELOPMENTS FOR THE NINTH GRADERS IN SOUTHERN TAIWAN." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/638tex.
Full textAbstract:
碩士國立高雄師範大學
英語學系
106
The present study aims to investigate the effects of an adolescent literature reading program (ALRP) on English reading, interpersonal, and intrapersonal intelligence developments for ninth graders in southern Taiwan. The subjects of this study consisted of 41 ninth-grade EFL students from two classes. The researcher teacher implemented the ALRP for 12 weeks. Later on, the students’ scores of the English reading comprehension pretest and post-tests and the student responses to the English reading before and after the ALRP were compared by paired-sample t-test. Additionally, their responses to the interpersonal intelligence development, the intrapersonal intelligence development, the instruction of the ALRP, and the selected adolescent fiction of the ALRP were analyzed by frequency and percentage in descriptive statistics. Finally, the students’ difficulties and suggestions for the ALRP were sampled and discussed. According to the data analyses, the major findings of the study are recapped as follows: 1. There is a significant difference in the students’ English reading comprehension before and after the ALRP. Moreover, the mean score of the post-test is higher than that of the pretest. Therefore, the ALRP had a positive effect on the students’ English reading comprehension. 2. There are six significant differences in the student responses to English reading development before and after the ALRP. In addition, the higher mean scores in the post-study questionnaire indicate that the students had positive responses to English reading. The students more perceived the importance of English reading after the ALRP. Moreover, they had more positive responses to English reading comprehension, English vocabulary and grammar learning, and confidence in English reading after the ALRP. In addition, they had a stronger motivation to read English supplementary reading materials than before. 3. Most of the students held positive responses to interpersonal intelligence development in the ALRP. Most of them expressed that Opal’s friends in the selected fiction Because of Winn-Dixie (DiCamillo, 2000) helped her to face difficulties and challenges of life positively. Moreover, they found that Opal would take the initiative to interact with her family. They also agreed that Opal enjoyed community activities and she liked to chat or discuss things with others. Additionally, most of the students expressed that Opal was able to put herself in other’s shoes and she could understand other people’s feelings via their facial expressions, voices, or actions. Thereby, most of the students in the ALRP found the ways that Opal interacted, maintained interpersonal relationship, and coped with interpersonal conflicts with her family, friends, and community neighbors in the selected fiction. They also understood other people’s needs, identified the core problems and offered effective solutions to the problems. Thus, the students’ interpersonal intelligence was developed after the ALRP. 4. The majority of the students expressed positive responses to intrapersonal intelligence development in the ALRP. Most of the students agreed that Opal communicated with her father well and dealt with things appropriately. Besides, most of the students agreed that Opal could examine the ways to express herself and she could reflect her own learning styles. Furthermore, they agreed that Opal could reflect on her own relationship with her neighbors. In addition, they thought that Opal could reflect on her ways to solve problems. What’s more, they considered that Opal could try her best to help community neighbors. Therefore, most of the students in the ALRP found that Opal could do self-reflection on various aspects of her life. Furthermore, most of the students expressed their willingness to explore their own inner feelings and reflect on the improper words by putting themselves in the shoes of Opal. Through the reflections, they could not only monitor their thoughts but also find optimal ways to solve problems. As a consequence, the students’ intrapersonal intelligence was developed after the ALRP. 5. The majority of the students held positive responses to the ALRP. To be specific, they expressed that making predictions of the plots in pre-reading enhanced their English reading comprehension and promoted their confidence in English reading. Under the guidance of prediction, the students generated the main idea of the texts through sampling, hypothesis, clarification and modification. In addition, the majority of the students were fond of unscrambling the story lines while reading; they not only used the linguistic knowledge but also applied metacognition to interpret the texts. As a result, the ALRP created an environment for the students to synthesize the texts and foster their English reading comprehension on a higher level of cognitive skills. Furthermore, most of the students expressed that they preferred to discuss and share opinions on some topics with group members in the post-reading. Through discussions, the students could view the same thing from different viewpoints and foster their critical thinking. Besides, group discussions benefited the students in interpreting the selected fiction and thus motivated their interests in English reading. 6. Most students exhibited positive responses to the selected fiction, Because of Winn-Dixie, of the ALRP. To begin with, most of the students expressed that the readability of the selected fiction was appropriate to them. Moreover, they agreed that the compacting plots and interesting content of the selected fiction stimulated their motivation for English reading. 7. As for the difficulties for the ALRP, some students expressed their top difficulty in figuring out the exact meanings of some English words and phrases in the contexts. Their second top difficulty was in reading a long English passage. Still, some students ascribed their difficulties to the finite prior grammatical knowledge. To deal with their reading difficulties, the students made some suggestions for the ALRP. To begin with, many of them suggested watching the movie of the selected fiction. Still others suggested that the teacher should offer them more time to discuss and share opinions on some topics with group members. Finally, some others suggested having illustrations in the selected fiction. According to the findings of the present study, some pedagogical implications are provided. First, EFL English teachers may adopt adolescent fictions in an EFL reading program. With teachers’ guidance, students may make a progress in English reading development step by step. Second, EFL English teachers may choose appropriate adolescent fictions for their students. While choosing adolescent fictions in an English reading program, teachers may take students’ English reading proficiency, diverse themes, compacting plots, and illustrations into consideration. Third, EFL students’ interpersonal and intrapersonal intelligence developments may be fostered by reading adolescent fictions. On one hand, while reading adolescent fictions, students may learn some interpersonal skills and the ways to cope with interpersonal problems. In addition, students may put themselves in some characters’ shoes and connect themselves with the social world. On the other hand, students may reflect on the words and behaviors of the fictional characters and construct their own values. Furthermore, they may develop their intrapersonal intelligence by hearing the inner voices of the fictional characters. Finally, publishers may publish some simplified English adolescent fictions for EFL students to read. Generally speaking, students tend to hesitate to read long and heavy English fictions and are impatient to read them. As a result, the publication of many simplified English adolescent fictions may be highly recommended.
Books on the topic "Intrapersonal intelligence"
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Fisher, Maurice D. Multiple Intelligences in the World: Quotations and Bibliographies for the Study, Understanding and Application of Verbal, Logical Mathematical, Musical, Bodily Kinesthetic, Visual Spatial, Intrapersonal, Interpersonal and Naturalist Intelligence. Gifted Education Pr, 1999.
Find full textBook chapters on the topic "Intrapersonal intelligence"
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Sadiku, Matthew N. O., and Sarhan M. Musa. "Intrapersonal Intelligence." In A Primer on Multiple Intelligences, 95–106. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77584-1_8.
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Schlegel, Katja. "Inter- and Intrapersonal Downsides of Accurately Perceiving Others’ Emotions." In Social Intelligence and Nonverbal Communication, 359–95. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34964-6_13.
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Li, Qian, Teng Zhang, Bei Wang, and Naiyi Wang. "Effects of RPG on Middle School Players’ Intrapersonal Intelligence." In Transactions on Edutainment IX, 160–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37042-7_10.
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Heinrichs, Jan-Hendrik. "Artificial Intelligence in Extended Minds: Intrapersonal Diffusion of Responsibility and Legal Multiple Personality." In Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie, 159–76. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-04896-7_12.
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"Intrapersonal Intelligence." In Encyclopedia of Child Behavior and Development, 837. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_5474.
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A., Dunstan Rajkumar, Ajay Kumar Sharma, and A. Manikandan. "Intra-Personal Emotional Intelligence Among College Students in Vellore District of Tamil Nadu." In Innovations and Technologies for Soft Skill Development and Learning, 81–90. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3464-9.ch010.
Full textAbstract:
The competency of individuals to distinguish their own emotions and those of others is known as emotional intelligence. It is the “ability of an individual to accomplish and control his or her emotions and own the capacity to control the emotions of others as well.” There are four branch models of enthusiastic insight that portrays capacities of different zones of emotional intelligence. First one being the perceiving emotions; it is the expression of emotions in a non-verbal reception; using emotions; use of emotions to facilitate thoughts; understanding emotions: where emotions convey information; managing emotions: emotions are managed and understood to convey information. This study focuses on the intrapersonal emotional intelligence which is the basis for interpersonal emotional intelligence. The aspects viz., understanding emotions, managing emotions, intrinsic motivation building, and zeal are studied. The study attempts to identify the factors of emotions present in the college students so as to help them to build an effective intrapersonal emotional intelligence.
Conference papers on the topic "Intrapersonal intelligence"
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Mulbar, Usman, Fajar Arwadi, and Said Fachry Assagaf. "The Influences of Intrapersonal Intelligence and Interpersonal Intelligence towards Students’ Mathematics Learning Outcomes." In Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icamr-18.2019.54.
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Lukitaningsih, Lukitaningsih, Lister Eva, Hidayat, Hafnita SD Lubis, and Ponirin. "Module Development Studies Community-Based Local Wisdom Involving Intelligence Intrapersonal and Interpersonal Student Education History." In Proceedings of the 1st International Conference on Social Sciences and Interdisciplinary Studies (ICSSIS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icssis-18.2019.53.
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Sutama, Sutama, Harun Prayitno, Sabar Narimo, and Diana Sari. "Cognitive Ability of High School Students in Level of Thinking based on Bloom’s Taxonomy Viewed from Intrapersonal Intelligence." In Proceedings of the First International Conference on Science, Technology and Multicultural Education, ICOCIT-MUDA, July 25th-26th, 2019, Sorong, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.25-6-2019.2294275.
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Blomsma, Pieter A., Guido M. Linders, Julija Vaitonyte, and Max M. Louwerse. "Intrapersonal dependencies in multimodal behavior." In IVA '20: ACM International Conference on Intelligent Virtual Agents. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3383652.3423872.
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