INTRAPERSONAL INTELLIGENCE

Foreign studies
Study no: 1
Roya Afrassiabi (2014) conducted a study on A Study of the Relationship Between High
School Principals and Teachers Intrapersonal intelligences and strategy. The objective
of the study was to find out the relationship between the three types of Maneh & Semelqan
high school principals and teachers intelligences, namely, intrapersonal intelligence,
interpersonal intelligence, and verbal/linguistic intelligence and the strategic thinking skills
was investigated. The research method was descriptive-correlational and the population
consisted of 200 subjects of whom 127 were randomly selected. After assigning the subjects
to the investigation, 127 questionnaires were distributed among them. Two standard
questionnaires of multiple intelligences and strategic thinking skills were administered where
Cronbachs Alpha for the multiple intelligences was 0.893 and that of the strategic thinking
skills was 0.944. To analyze the data, the researchers used the SPSS19 package and the
EXCELL2013. The frequency distribution tabulation was organized by using descriptive
statistics and the Pearson correlation test was based on the inferential statistics employed in
the present study. At the end, the findings of study indicated that there was a significant
relationship between high school principals and teachers multiple intelligences and their
strategic thinking skills.
Study no: 2
Ahmad (2012) conducted a study on Brain Based Learning and its relation with Multiple
Intelligences
This study aimed at exploring the learning that is attributed to the brain and its relationship
with multiple intelligences. In order to achieve the goals of the study, two examinations are
used. The first one is the examination of the thinking and learning method that is based on
both hemispheres of the brain. The second one is the examination of the multiple
intelligences. The sample consisted of 300 students who study the course of psychology. The
sample is chosen randomly. The results indicated that more repeated method of learning and
thinking is based on the left hemisphere of the brain; as it comes out with the highest total of

136 and within a percentage of (45.3%). In addition, the results that are related to the
dominance of the multiple intelligences indicate that personal intelligence, and physical
intelligence are the highest respectively; a mean value of (49. 80%). Whereas, Intrapersonal
Intelligence comes third with a mean value of (48, 40%). Finally, musical intelligence scores
the lowest mean value. Regarding connection relation; it is as a statistical function on the
level of natural intelligence and the left hemisphere of the brain on one hand; and the
intrapersonal and the integrated intelligence on the other on the other hand. The study also
showed that there is an equal relation with a function at the statistical function of the musical
intelligence with the right hemisphere and the logical intelligence with the left hemisphere. It
is also clear that there is an equal relation between both of (the bodily and the linguistic
intelligences) with the left hemisphere and the spatial intelligence with the right hemisphere.
Study: 3
Mowat (2009) conducted a study on The Development of Intrapersonal Intelligence in
Pupils Experiencing Social, Emotional and Behavioural Difficulties. The study, which is
principally qualitative, draws from the accounts of 69 pupils who participated within the
intervention during its first four years of inception and from a range of stakeholder accounts-parents, support group leaders, class teachers and senior managers. The intervention focused
upon collaborative, discussion-based activities designed to foster reflection, understanding
and thinking skills. The study utilizes data drawn from attendance, attainment and discipline
statistics, comparing the support group population to wider comparator groups, in addition to
questionnaires (open and closed), scheduled interviews and focus group discussion. This
article focuses specifically upon the extent to which pupils developed intrapersonal
intelligence. The findings indicated that the majority of pupils had, to at least an extent,
developed greater understanding of their behaviour.
Study: 4
Shearer (2009) conducted a study on Exploring the Relationship between Intrapersonal
Intelligence and University Students' Career Confusion: Implications for Counseling,
Academic Success, and School-to-Career Transition
The author analysed the relationship between self-knowledge and career confusion among
university students and discussed the strategies to enhance career and academic planning. The
multiple intelligences profiles of typical university students are compared with those of 82

students enrolled in 3 sequential semesters of a course titled career exploration at a large

Midwestern U.S. University. Low intrapersonal intelligence scores were found to be a
significant characteristic of undergraduates with moderate and high levels of career
confusion. Implications for counseling to promote successful school-to-career transitions are
discussed.
Study: 5
Saricaoglu (2009) conducted a study on A Study of Multiple Intelligences, Foreign
Language Success and Some Selected Variables
The aim of this study was to investigate the relationship between students' gender and
intelligence types, the relationship between particular intelligence types and students' success
in grammar, listening and writing in English as a foreign language and the relationship
between parental education and students' types of intelligences. Preparatory class students
(n=144) attending Erciyes University's School of Foreign Languages participated in the study
and the data was collected through the Multiple Intelligences Inventory for Adults.
Descriptive statistics, independent samples, t-test analysis, correlation analysis and one-way
analysis of variance (ANOVA) were used to analyze the data. Analysis of the data revealed
no significant gender differences in the intelligence types held by the participants except for
that between gender and linguistic intelligence which was positive. Negative but significant
relationships were found between success in students' test scores in grammar and bodilykinesthetic, spatial, and intrapersonal intelligences whereas the relationship between musical
intelligence and writing was found to be significant and positive. Finally, no significant
relationship was found between parental education and students' intelligence types.
Study: 6
Yee Mei Heong(2009) conducted a study on Relationship between learning styles and
Multiple Intelligences among Bachelor of Technology and Education in Universiti
Teknologi Malaysia
This research was focused on the relationship between learning styles and multiple
intelligences among the second year Bachelor of Technology and Education STP (A/E/J)
direct intake students in Universiti Teknologi Malaysia. The whole population of 97 students
were selected as sample. The Kolb Learning Styles Model (1976) and Gardner Multiple
Intelligences theory (1983) were used in this research. This is a quantitative approach
research. Data were collected using questionnaire that were translated from Kolb Learning
Styles Inventory and Gardner Multiple Intelligences Inventory. The gathered data were
analyzed using Statistical Package for Social Science (SPPS) software and presented as

frequencies, percentages, correlation and diagram. The results showed that majority of the
students tend to possess divergent learning styles with emphasis on Intrapersonal Intelligence
for the excellent level and Verbal-Linguistic for the low level. The Chi-Square test for the .1
level of significance indicated that a significant correlation exists between Kolb learning style
and Musical Intelligence.
Study: 7
Hindes (2008) conducted a study on Promoting Intrapersonal Qualities in Adolescents.
This study evaluated the TLB program's efficacy in developing intrapersonal skills in 10thand 11th-grade students. Participants were randomly assigned to a control or treatment group.
Assessment of emotional intelligence and self-concept occurred prior to, immediately after, 6
weeks and 6 months following the intervention. Results indicated that the TLB program
created sustainable changes in emotional intelligence and self-concept.
Study: 8
Jallad (2008) conducted a study on The Effect of Multiple Intelligence Strategies on EFL
Ninth Graders' Achievement in Reading Comprehension. This study aimed at
investigating the effect of multiple intelligences strategies comprising logical-mathematical
intelligence, verbal-linguistic intelligence, intrapersonal intelligence and interpersonal
intelligence on ninth grade students' reading comprehension achievement in an EFL setting.
The population of the study consisted of all ninth grade students in public schools in
Irbid/Jordan in the second semester of the academic year (2005-2006). The sample of the
study consisted of four ninth grade sections, which were selected purposefully (two male
sections and two female sections). To answer the questions of the study, the researchers used
the following procedures and instruments: (1) A reading comprehension test was constructed.
It was judged by a jury of three professors, two English supervisors and three experienced
teachers; and it was modified according to their comments; and (2) The instrument was
applied on the sample of the study at the beginning of the second semester of the academic
year (2005-2006). To analyze the collected data, means, standard deviations and two-way
ANOVA analysis were used with multiple intelligences strategies and gender as variables.
The findings of the study were as follows: (1) There was a significant difference in the
students' reading comprehension due to the teaching strategies in favor of the experimental
group; and (2) There was no significant difference in the students' reading comprehension due
to the students' gender.
Study: 9

Mehmet Gullu (2009) conducted a study on Comparison of Multiple Intelligence Areas of

Students at Sports High Schools and Public High Schools
The purpose of this research was to compare multiple intelligence areas of students at sports
high schools and at public high schools. Research group was composed of totally 658
students who were chosen randomly 321 students at sports high schools and 346 students at
public high schools in Malasya, Eskiehir, Trabzon and Erzurum Cities. As data collection
tool in this research. The Multiple Intelligence Areas Scale For Educationist developed by
Saban (2003) was used to collect data .Independentsamples t Test for comparing pair and
One-way Anova Test and LSD Test for comparing multiple were used in analyzing the data
and significant level was chosen as =0,05. As a result of the research, it was found that
according to their sexuality, there was the meaningful difference (p< 0,05) among verbal,
visual, musical, interpersonal and intrapersonal intelligences in girls favour; that according to
their class, there was the meaningful difference (p< 0,05) among verbal, logical, interpersonal
and intrapersonal intelligences of all students; that only the bodily intelligence of students at
high schools was better than students at public high schools; that verbal, logical, visual and
intrapersonal intelligences of students at public high schools were better than students at
sports high schools (p< 0,05). Besides it was determined that development levels of musical,
interpersonal and naturalistic intelligences of both students at public high schools and sports
high schools were same.