javad Eynypour; ahmad souri
Abstract
The aim of this study was to construct and validate the students' multiple contextual intelligence test based on Cheng (2000) model of multidimensional intelligence theory. In this model, the most central type of intelligence, namely learning intelligence, which means the ability to learn and think creatively ...
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The aim of this study was to construct and validate the students' multiple contextual intelligence test based on Cheng (2000) model of multidimensional intelligence theory. In this model, the most central type of intelligence, namely learning intelligence, which means the ability to learn and think creatively and critically and optimize the use of bio-physiological abilities, is located in the center and heart of the communication model and five other types of intelligence, namely social and cultural, Economic, political and technical are in interaction with it. The research method is survey and the statistical population of this study includes undergraduate students of public and private universities in Iran in the academic year of 1397-98, from which 200 people were randomly selected in clusters, which after excluding incomplete questionnaires reduced to 161 people. This test was organized into 6 components of learning, social, cultural, economic, political and technical intelligence and in the form of 32 questions. After obtaining the appropriate validity and reliability of this test, the data were analyzed using Amos software. After determining the suitability of the model using the fit indices, the results indicated a weak factor load of 5 questions that were removed from the test and the final form of the test was approved. Other results showed that except for the significant and positive two-way relationship between technical intelligence and political intelligence, the relationship between the other paths was not significant; therefore, different types of intelligence components are contextual and have relative independence from each other.
