Inter Relationship Between Multiple Intelligences Emotional Intelligence and Academic Achievement of School Children Intervention

Abstract

The study was conducted to know the inter-relationship between multiple newlineintelligences, emotional intelligence and academic achievement of school children: newlineintervention. The sample consisted of 393 school children (class 5 to 10) in the age newlinerange of 9 to 16 years drawn from different schools of urban and rural areas in Dharwad newlinetaluk during 2014-16. The tools used to assess the school children were McKenzie newlinemultiple intelligences inventory, Bar-On emotional Intelligence (youth version), socioeconomic newlinescale and Sud s self-efficacy scale. Modified chi-square, t-test, ANOVA test, newlinecorrelation coefficient and regression analysis were used to analyse the data. newlineThe results revealed that, majority of the school children had high level of newlineexistential (57.5 %), kinaesthetic (53.7 %) and visual intelligence (50.9 %) and medium newlinelevel of musical (59.8 %) and naturalistic (55.5 %) intelligence. Majority had medium newlinelevel of intrapersonal dimension (50.4 %), stress management dimension (59.8 %) and newlinetotal emotional intelligence (47.8 %). There was significant difference between school newlinechildren from different schools in their musical, logical, existential, verbal, newlineintrapersonal and visual intelligence. Age, parent s education, income and socioeconomic newlinestatus had significant influence on areas of multiple intelligences such as newlinenaturalistic intelligence, interpersonal intelligence, and dimension of emotional newlineintelligence such as interpersonal and adaptability. Significant influence of multiple newlineintelligences and emotional intelligence was observed on academic achievement of newlineschool children. Multiple intelligences alone accounted for 38.7 per cent of variance in newlineacademic achievement and together with emotional intelligence accounted for 39.3 per newlinecent of variance in academic achievement of school children. After the intervention, newlinesignificant difference was observed between pre-test, post-test 1 and 2 of science and newlineenglish subject scores of experimental groups and not in control group. newline