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ÜNİVERSİTE ÖĞRENCİ VE MEZUNLARI İLE YETİŞKİNLERİN ÇOKLU ZEKA ALANLARI AÇISINDAN DEĞERLENDİRİLMESİ: ADANA/TÜRKİYE ÖRNEKLEMİNDE BİR ÇALIŞMA

Year 2016, Volume: 25 Issue: 3, 41 - 54, 30.10.2016

Abstract

Bu araştırmanın temel amacı, üniversite öğrencileri ile üniversite mezunları ve yetişkinlerin zeka alanlarına yönelik tercihlerini belirlemektir. Çalışma betimsel karşılaştırmalı bir araştırma niteliğini taşımaktadır. Araştırmanın örneklemini Çukurova üniversitesinin farklı bölümlerinde okuyan, bir üniversiteden mezun olup Çukurova üniversitesinde yüksek lisans/doktora programlarına devam eden ve Adana’da yaşayan toplam 1466 (692 kadın, 774 erkek) birey oluşturmuştur. Örneklemi oluşturan bireylerin 545’i Çukurova üniversitesi öğrencisi, 921’i üniversite mezunları ve yetişkinlerden oluşmaktadır. Araştırmada veri toplama aracı olarak “Çoklu Zeka Alanları Gelişimsel Değerlendirme Ölçeği” kullanılmıştır. Araştırmada verilerin analizinde frekans ve yüzde hesaplamaları ile bağımsız gruplar t-testi analizi kullanılmıştır. Bulgular, üniversite öğrencileri ile üniversite mezunları ve yetişkinlerin sözel/dilsel, matematiksel/mantıksal, müziksel/ritmik ve bedensel/kinestetik zeka alanlarına ilişkin tercihleri açısından anlamlı bir şekilde farklılaştıkları ve ortalamalar incelendiğinde bu farklılığın üniversite öğrencileri lehine olduğu bulunmuştur. Cinsiyete göre farklılığın müziksel/ritmik ve doğa zekası ortalama puanları arasında ve müziksel ritmik zeka da kadınların, doğa zekasında da erkeklerin lehine olduğu belirlenmiştir. Sonuç olarak, bu araştırmanın sınırlılıkları ve bulguları doğrultusunda, çoklu zeka kuramıyla bireylerin çoklu zeka alanlarının belirlenmesinin, daha çok kişiye ulaşabilme ve bu kişilerin kendilerini tanımalarına yardımcı olarak kendileri ile barışık bireyler olmaları konusunda bir farkındalık oluşturma açısından önemli olduğu söylenebilir.

References

  • Armstrong, T. (2001). Multiple intelligences in the classroom. Alexandria, VA: ASCD. Bennet, M. (1996). Men's and women's self-estimates of intelligence. The Journal of Social Psychology, 136, 411-412. Byrne, B. M. (1998). Structural equation modelling with LISREL, PRELIS and SIMPLIS. New Jersey: Lawrence Erlbaum Associates, Inc., Publishers. Chan, D.W. (2006). Perceived multiple intelligences among male and female Chinese gifted students in Hong Kong: The structure of the student multiple intelligences profile. Gifted Child Quarterly, 50, 325-338. Eccles, J.S., & Harold, R.D. (1991). Gender differences in sport involvement: Applying the Eccles’ expectancy-value model. Journal of Applied Sport Psychology, 3, 7-35. Eccles, J.S., Freedman-Doan, C., Frome, P., Jacobs, J., & Yoon, K.S. (2000). Gender–role socialization in the family: A longitudinal approach. In T. Eckes & H.M. Trautner (Eds.), The Developmental Social Psychology of Gender (pp. 333-360). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers. Eccles, J.S., Jacobs, J.E., & Harold, R.D. (1990). Gender-role stereotypes, expectancy effects, parents’ role in the socialization of gender differences in self perceptions and skill acquisition. Journal of Social Issues, 46, 183- 201. Fogarty, R., & Stoehr, J. (2008). Integrating curricula with multiple intelligences: Teams, themes, & threads. Thousand Oaks, CA: Corwin Press. Furman, A., Clark, K., & Bailey, K. (1999). Sex differences in estimates of multiple intelligences. European Journal of Personality, 13, 247–259. Furnham, A., & Fong, G. (2000). Self-estimated and psychometrically measured intelligence: A cross-cultural and sex differences study of British and Singaporean students. North American Journal of Psychology, 2, 191-200. Furnham, A., Shahidi, S., & Baluch, B. (2002). Sex and culture differences in perceptions of estimated multiple intelligence for self and family: A British-Iranian comparison. Journal Of Cross-Cultural Psychology, 33, 270-285. Gardner, H. (1983). Frames of mind. New York: Basic Books. Gardner, H. (1999). Intelligence reframed. New York: Basic Books. Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill. İflazoğlu Saban, A., Shearer, B., Kuşdemir Kayıran, B. & Işık, D. (2012). The validity and reliability study of Turkish version of the multiple intelligences developmental assessment scales. International Journal of Human Sciences [Online]. (9)2, 651-666. Jacobs, J.E., & Weisz, V. (1994). Gender stereotypes: Implications for gifted education. Roeper Review, 16, 152-155. Jöroskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modelling with the SIMPLIS command language. Chicago, IL: Scientific Software International, Inc. Karolyi, C. V., Ramos-Ford, V., & Gardner, H. (2003). Multiple intelligences: A perspective on giftedness. In N. Colangelo & G. A. David (Eds.), Handbook of gifted education (3rd ed., pp. 100–112). Boston: Allyn & Bacon. Kaur G., & Chhikara, S. (2008). Assessment of Multiple Intelligence among Young Adolescents (12-14 Years), The Journal of Human Ecology, 23, 7-11. Kline, R. B. (1998). Structural equation modeling. London: New York: The Guilford Press. Loori, A.A. (2005). Multiple intelligences: A comparative study between the preferences of males and females. Social Behavior and Personality, 33, 77-88. Malina, R.M., & Bouchard, C. (1991). Growth, maturation and physical activity. Champaign, IL: Human Kinetics. Neto, F., Furnham, A., & Paz, R. (2007). Sex and culture differences in perceptions of estimated multiple intelligence for self and family: A Macanese-Portuguese comparison. International Journal of Psychology, 42, 124-133. Özdemir, P., Güneysu, S., & Tekkaya C. (2006). Enhancing learning through multiple intelligences. Journal of Biological Education, 40, 74-78. Pedhazur, E. J. (1997). Multiple regression in behavioral research (3rd ed.). New York: Harcourt Brace College Publishers. Shearer, C. B. (2006). Criterion related validity of the MIDAS assessment. Retrieved December 25, 2009 from http://www.MIResearch.org. Shearer, C. B. (1996). The MIDAS: Professional manual. Kent, Ohio: MI Research and Consulting, Inc. Signorella, M.L., Bigler, R.S., &, Liben, L.S. (1993). Developmental differences in children’s gender schemata about others: A meta-analytic review. Developmental Review, 13, 147-183. Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş temel ilkeler ve LISREL uygulamaları. Ankara: Ekinoks Yayınları. Sternberg, R. J. (1986). A triarchic theory of intellectual giftedness. In R.J. Sternberg & J.E. Davidson (Eds.), Conceptions of giftedness (pp. 223–243). Cambridge, MA: Cambridge University Press. Sternberg, R. J. (1997). A triarchic view of giftedness: Theory and practice. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 43–53). Boston: Allyn & Bacon. Sternberg, R. J. (2000). Patterns of giftedness: A triarchic analysis. Roeper Review, 22, 231–235. Stetsenko, A., Little, T.D., Gordeeva, T., Grassof, M., & Oettingen, G. (2000). Gender effects in children’s beliefs about school performance: A cross-cultural study. Child Development, 71, 517-527. Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3 (6), 49-74. Teele, S. (2000). Rainbows of intelligence: Exploring how students learn. California: Corwin Press. Yılmaz, G., & Fer, S. (2003). Çok yönlü zeka alanlarına göre düzenlenen öğretim etkinliklerine ilişkin öğrencilerin görüşleri ve başarıları. (Students opinions and achievement toward multiple intelligence assisted teaching activities) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 235-245. Yuen, M., & Furnham, A. (2006). Sex differences in self-estimation of multiple intelligences among Hong Kong Chinese adolescents. High Ability Studies, 16, 187-199.
Year 2016, Volume: 25 Issue: 3, 41 - 54, 30.10.2016

Abstract

References

  • Armstrong, T. (2001). Multiple intelligences in the classroom. Alexandria, VA: ASCD. Bennet, M. (1996). Men's and women's self-estimates of intelligence. The Journal of Social Psychology, 136, 411-412. Byrne, B. M. (1998). Structural equation modelling with LISREL, PRELIS and SIMPLIS. New Jersey: Lawrence Erlbaum Associates, Inc., Publishers. Chan, D.W. (2006). Perceived multiple intelligences among male and female Chinese gifted students in Hong Kong: The structure of the student multiple intelligences profile. Gifted Child Quarterly, 50, 325-338. Eccles, J.S., & Harold, R.D. (1991). Gender differences in sport involvement: Applying the Eccles’ expectancy-value model. Journal of Applied Sport Psychology, 3, 7-35. Eccles, J.S., Freedman-Doan, C., Frome, P., Jacobs, J., & Yoon, K.S. (2000). Gender–role socialization in the family: A longitudinal approach. In T. Eckes & H.M. Trautner (Eds.), The Developmental Social Psychology of Gender (pp. 333-360). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers. Eccles, J.S., Jacobs, J.E., & Harold, R.D. (1990). Gender-role stereotypes, expectancy effects, parents’ role in the socialization of gender differences in self perceptions and skill acquisition. Journal of Social Issues, 46, 183- 201. Fogarty, R., & Stoehr, J. (2008). Integrating curricula with multiple intelligences: Teams, themes, & threads. Thousand Oaks, CA: Corwin Press. Furman, A., Clark, K., & Bailey, K. (1999). Sex differences in estimates of multiple intelligences. European Journal of Personality, 13, 247–259. Furnham, A., & Fong, G. (2000). Self-estimated and psychometrically measured intelligence: A cross-cultural and sex differences study of British and Singaporean students. North American Journal of Psychology, 2, 191-200. Furnham, A., Shahidi, S., & Baluch, B. (2002). Sex and culture differences in perceptions of estimated multiple intelligence for self and family: A British-Iranian comparison. Journal Of Cross-Cultural Psychology, 33, 270-285. Gardner, H. (1983). Frames of mind. New York: Basic Books. Gardner, H. (1999). Intelligence reframed. New York: Basic Books. Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill. İflazoğlu Saban, A., Shearer, B., Kuşdemir Kayıran, B. & Işık, D. (2012). The validity and reliability study of Turkish version of the multiple intelligences developmental assessment scales. International Journal of Human Sciences [Online]. (9)2, 651-666. Jacobs, J.E., & Weisz, V. (1994). Gender stereotypes: Implications for gifted education. Roeper Review, 16, 152-155. Jöroskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modelling with the SIMPLIS command language. Chicago, IL: Scientific Software International, Inc. Karolyi, C. V., Ramos-Ford, V., & Gardner, H. (2003). Multiple intelligences: A perspective on giftedness. In N. Colangelo & G. A. David (Eds.), Handbook of gifted education (3rd ed., pp. 100–112). Boston: Allyn & Bacon. Kaur G., & Chhikara, S. (2008). Assessment of Multiple Intelligence among Young Adolescents (12-14 Years), The Journal of Human Ecology, 23, 7-11. Kline, R. B. (1998). Structural equation modeling. London: New York: The Guilford Press. Loori, A.A. (2005). Multiple intelligences: A comparative study between the preferences of males and females. Social Behavior and Personality, 33, 77-88. Malina, R.M., & Bouchard, C. (1991). Growth, maturation and physical activity. Champaign, IL: Human Kinetics. Neto, F., Furnham, A., & Paz, R. (2007). Sex and culture differences in perceptions of estimated multiple intelligence for self and family: A Macanese-Portuguese comparison. International Journal of Psychology, 42, 124-133. Özdemir, P., Güneysu, S., & Tekkaya C. (2006). Enhancing learning through multiple intelligences. Journal of Biological Education, 40, 74-78. Pedhazur, E. J. (1997). Multiple regression in behavioral research (3rd ed.). New York: Harcourt Brace College Publishers. Shearer, C. B. (2006). Criterion related validity of the MIDAS assessment. Retrieved December 25, 2009 from http://www.MIResearch.org. Shearer, C. B. (1996). The MIDAS: Professional manual. Kent, Ohio: MI Research and Consulting, Inc. Signorella, M.L., Bigler, R.S., &, Liben, L.S. (1993). Developmental differences in children’s gender schemata about others: A meta-analytic review. Developmental Review, 13, 147-183. Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş temel ilkeler ve LISREL uygulamaları. Ankara: Ekinoks Yayınları. Sternberg, R. J. (1986). A triarchic theory of intellectual giftedness. In R.J. Sternberg & J.E. Davidson (Eds.), Conceptions of giftedness (pp. 223–243). Cambridge, MA: Cambridge University Press. Sternberg, R. J. (1997). A triarchic view of giftedness: Theory and practice. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 43–53). Boston: Allyn & Bacon. Sternberg, R. J. (2000). Patterns of giftedness: A triarchic analysis. Roeper Review, 22, 231–235. Stetsenko, A., Little, T.D., Gordeeva, T., Grassof, M., & Oettingen, G. (2000). Gender effects in children’s beliefs about school performance: A cross-cultural study. Child Development, 71, 517-527. Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3 (6), 49-74. Teele, S. (2000). Rainbows of intelligence: Exploring how students learn. California: Corwin Press. Yılmaz, G., & Fer, S. (2003). Çok yönlü zeka alanlarına göre düzenlenen öğretim etkinliklerine ilişkin öğrencilerin görüşleri ve başarıları. (Students opinions and achievement toward multiple intelligence assisted teaching activities) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 235-245. Yuen, M., & Furnham, A. (2006). Sex differences in self-estimation of multiple intelligences among Hong Kong Chinese adolescents. High Ability Studies, 16, 187-199.
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Details

Journal Section Makaleler
Authors

Ayten İflazoğlu Saban

Dilek Işık This is me

Bilge Kuşdemir Kayıran

Publication Date October 30, 2016
Submission Date November 15, 2017
Published in Issue Year 2016 Volume: 25 Issue: 3

Cite

APA Saban, A. İ., Işık, D., & Kayıran, B. K. (2016). ÜNİVERSİTE ÖĞRENCİ VE MEZUNLARI İLE YETİŞKİNLERİN ÇOKLU ZEKA ALANLARI AÇISINDAN DEĞERLENDİRİLMESİ: ADANA/TÜRKİYE ÖRNEKLEMİNDE BİR ÇALIŞMA. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 25(3), 41-54.