Developing an Educational Model of Academic Performance Based on Multiple Intelligences by Mediation of Self-concept and Self-esteem: A Structural Model

Subject Areas : Educational

Mohammad Reza Rabiee Nezhad ¹ , Mohammad agher Kajbaf ² , Mohammad Mahdi Mazaheri ³ , Hooshang Talebi ⁴ , Ahmad Abedi ⁵

1 - دانشجوی دکتری روان‌شناسی تربیتی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، ایران
2 - عضو هیأت علمی، دانشگاه اصفهان، ایران
3 - عضو هیأت علمی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، ایران
4 - عضو هیأت علمی، دانشگاه اصفهان، ایران
5 - عضو هیأت علمی، دانشگاه اصفهان، ایران

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2016-05-21

Keywords: self-concept, self-esteem and academic achievement, multiple intelligences,

Abstract :

The purpose of the present correlational study was generally to develop an educational model based on multiple intelligences. The population consisted of all male students of the fourth and fifth grades at primary school in Qazvin (2013-2014). The sample included 359 male students who were selected through multi-stage cluster sampling method. Research instruments were Rosenberg's self-esteem scale (1965), Tennessee's self-concept scale (1964) and Abedi multiple intelligences scale (2009). Also, the mean of the student’s final scores was used to assess their academic achievement. The results of structural equation and multiple regression analysis showed that there is a significant relationship between naturalistic intelligence, intrapersonal intelligence, musical intelligence, logical-mathematical intelligence, self-concept and self-esteem with academic achievement. In addition, there was a significant relationship between naturalistic intelligence, intrapersonal intelligence, interpersonal intelligence, spatial intelligence, linguistic-verbal intelligence, self-concept with self-esteem. Moreover, intrapersonal intelligence direct and indirect effect on academic achievement and self-esteem is significant (Respectively P=0.001, P=0.04, P=0.02, P=0.003). Direct effect of intrapersonal intelligence on self-concept is significant (P=0.001), too. This information can be used to design educational programs and to enhance academic achievement of students based on multiple intelligences.

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