The relationships among Sternberg's Triarchic Abilities, Gardner's multiple intelligences, and academic achievement

Birsen Ekinci1
1Ataturk Education Faculty, Marmara University, Turkey
Cite this article:  Ekinci, B. (2014). The relationships among Sternberg's Triarchic Abilities, Gardner's multiple intelligences, and academic achievement. Social Behavior and Personality: An international journal, 42, 625-634.

Volume 42 Issue 4 | e2957 | Published: May 2014 | DOI: https://doi.org/10.2224/sbp.2014.42.4.625

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In this study I investigated the relationships among Sternberg’s Triarchic Abilities (STA), Gardner’s multiple intelligences, and the academic achievement of children attending primary schools in Istanbul, Turkey. Participants were 172 children (93 boys and 81 girls) aged between 11 and 12 years. STA Test (STAT) total scores were significantly and positively related to linguistic, logical-mathematical, and intrapersonal test scores. Analytical ability scores were significantly positively related to only logical-mathematical test scores, practical ability scores were only related to intrapersonal test scores, and the STAT subsections were significantly related to each other. After removing the effect of multiple intelligences, the partial correlations between mathematics, social science, and foreign language course grades and creative, practical, analytical, and total STAT scores, were found to be significant for creative scores and total STAT scores, but nonsignificant for practical scores and analytical STAT scores.

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