چکیده:
Through the implementation of the multiple intelligences, teachers and practitioners will see an increase in their students’ performance and ability to learn languages. The application of multiple intelligences theory is suggested as a structured way to address and understand the holistic nature of learners’ diversity. It is a favorable tool for teachers to increase the attractiveness of language learning tasks and, therefore, create motivational conditions. Intelligence is not just a single construct which traditionally was assumed to be constant throughout a person’s life; individual’s profiles of intelligence differ in terms of encouragement, training, and circumstances to enquire materials eliciting particular intelligences. The present study was an attempt to investigate types of intelligences (linguistic, logical-mathematical, visual, kinesthetic, musical, interpersonal, and intrapersonal) as predictors of self-efficacy (generalized self-efficacy, academic self- efficacy, and self-regulatory efficacy). The participants were 148 male and female Iranian B.A. students majoring in TEFL and Translation at the Islamic Azad University in Malayer. The instruments included a 100-item Michigan test, Gardner’s MI questionnaire, a 12-item general self-efficacy scale, an 8-item academic self-efficacy, and an 11-item self-efficacy for self-regulated learning. Data were analyzed through multiple regression analyses. Results indicated that musical and linguistic intelligences were predictors of general self-efficacy and spatial /visual intelligence made a significant contribution to predicting self-efficacy for self-regulated learning while academic self- efficacy could not be predicted by any of the intelligence types.
خلاصه ماشینی:
The present study was an attempt to investigate types of intelligences (linguistic, logical-mathematical, visual, kinesthetic, musical, interpersonal, and intrapersonal) as predictors of self-efficacy (generalized self-efficacy, academic self-efficacy, and self-regulatory efficacy).
Keywords: multiple intelligences, self-efficacy, academic self-efficacy, self-regulated learning Aghajani International Journal of Research in English Education (2018) 3:4 13 1.
com Volume 3, Number 4, December 2018 Aghajani International Journal of Research in English Education (2018) 3:4 14 intelligences and their self-efficacy.
Given the paucity of research on multiple intelligences, which affect learners’ self-efficacy, the results of the present study can be fruitful for Iranian teachers and learners.
Furthermore, there is no study showing the existence of a relationship between self-efficacy and multiple intelligences in Iran; therefore, the findings can assist teachers in using the new information in their teaching.
The results of the descriptive statistics for the general self-efficacy scale and the types of intelligences of the learners are presented in Table 1.
com Volume 3, Number 4, December 2018 Aghajani International Journal of Research in English Education (2018) 3:4 16 As it is shown in Table 2, of all the seven predictors, only linguistic and musical intelligences account for a statistically significant correlation with general self-efficacy (p < .
The second research question of the present study aimed to find out which intelligence types were the best predictors of academic self-efficacy.
com Volume 3, Number 4, December 2018 Aghajani International Journal of Research in English Education (2018) 3:4 19 any significant correlation with academic self-efficacy.