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http://dx.doi.org/10.7856/kjcls.2014.25.1.75

Elementary School Students' Multiple Intelligence, Prosocial Behavior, and School Adjustment  

Jang, Young Ae (Dept. of Consumer & Child studies, Incheon National University)
Publication Information
The Korean Journal of Community Living Science / v.25, no.1, 2014 , pp. 75-87 More about this Journal
Abstract
This study examines the relationships between elementary school students' multiple intelligences, prosocial behaviors, and school adjustments. The sample included 367 students from two elementary schools, and data were collected using the multiple-intelligence index, the prosocial behavior inventory, and the school adjustment index. A statistical analysis was conducted using t-test, a one-way ANOVA (Duncan's test), and a multiple regression analysis. According to the results, there were significant differences in the students' prosocial behaviors according to their multiple intelligences in terms of their sharing, kindness, cooperation, help, sympathy, and protection. In addition, there were significant differences in their school adjustments according to their multiple intelligence in terms of their adjustments to their teachers, friends, studies, and rules and events. The students' multiple intelligence was a significant predictors of their prosocial behaviors and school adjustments. In particular, their interpersonal intelligences, intrapersonal intelligences, and linguistic intelligences were significant predictors of their prosocial behaviors and school adjustments. These results suggest that elementary school students should be encouraged to develop their multiple intelligence to facilitate their prosocial behaviors and school adjustments.
Keywords
multiple intelligence; prosocial behavior; school adjustment; elementary school student;
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