Academic literature on the topic 'Intrapersonal intelligence'
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Journal articles on the topic "Intrapersonal intelligence"
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.
Full textNisa, 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.
Full textMoran, Seana. "Purpose: giftedness in intrapersonal intelligence." High Ability Studies 20, no. 2 (December 2009): 143–59. http://dx.doi.org/10.1080/13598130903358501.
Full textVetrivel, 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.
Full textSahidun, 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.
Full textSiregar, 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.
Full textSiregar, 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.
Full textBiscardi, 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.
Full textAl 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.
Full textAzid, 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"
Parker, Juanita Lynn. "Academic Success for the 21st Century Learner: Intrapersonal Intelligence and Resilience." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2077.
Full textSellars, 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.
Full textGrilo, 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.
Full textO 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.
info:eu-repo/semantics/publishedVersion
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.
Full textDissertation (MEd (Curriculum Studies))--University of Pretoria, 2006.
Curriculum Studies
unrestricted
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 text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.
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 text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
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 text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.
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 text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.
Pienaar, Hester Catharina. "Application of accelerated learning techniques with particular reference to multiple intelligences." Thesis, 2008. http://hdl.handle.net/10500/2021.
Full textEDUCATIONAL STUDIES
MED (DIDACTICS)
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 text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"
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"
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.
Full textSchlegel, 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.
Full textLi, 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.
Full textHeinrichs, 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.
Full text"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.
Full textA., 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 textConference papers on the topic "Intrapersonal intelligence"
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.
Full textLukitaningsih, 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.
Full textSutama, 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.
Full textBlomsma, 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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