Relationships Between Multiple Intelligences and Affective Factors in Children's Learning

아동의 다중지능과 학습의 정의적 요인의 관계

This study examined the relationships between multiple intelligences as cognitive factors and affective factors of learning motivation and academic self-concept. The data were collected from 276 4th grade elementary school students and analyzed by correlation, multi-variate analysis, and step-wise multiple regression. Results were that (1) multiple intelligences, learning motivation, and academic self-concept had statistically significant correlations among themselves. Multi-variate analysis showed that intra-personal intelligence explained 58.6% of the linear combination of learning motivation and academic self-concept. (2) Intra-personal intelligence explained 29% to 58% of learning motivation and its sub-factors of achievement motivation, internal locus of control, self-efficacy, and self-regulation. (3) Intra-personal intelligence, logical-mathematical intelligence, musical intelligence, and inter-personal intelligence were explanatory variables for academic self-concept and its sub-factors.