| تعداد نشریات | 63 |
| تعداد شمارهها | 2,257 |
| تعداد مقالات | 18,555 |
| تعداد مشاهده مقاله | 57,399,620 |
| تعداد دریافت فایل اصل مقاله | 29,417,006 |
Iranian EFL Student-Teachers’ Multiple Intelligences and Their Self-Efficacy: Patterns and Relationships | ||
| Issues in Language Teaching | ||
| مقاله 2، دوره 4، شماره 1، شهریور 2015، صفحه 47-27 اصل مقاله (472.28 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22054/ilt.2015.3189 | ||
| نویسندگان | ||
| Zainab Abolfazli Khonbi1؛ Javad Gholami2 | ||
| 1Ph.D. Candidate in TEFL, Urmia University | ||
| 2Assistant Professor in TEFL, Urmia University | ||
| چکیده | ||
| Nowadays, in line with trends in language teaching that follow the use of student-centered teaching/testing activities, there is growing consensus that students differ in their multiple intelligences. Furthermore, self-efficacy is one of the determining factors of success for people almost in any context. Assuming that the multiple intelligences profiles in tandem with self-efficacy of teachers may jointly work in shaping the efficiency and effectiveness of their teaching careers, this study investigated the relationship between Iranian EFL student-teachers’ multiple intelligences and their self-efficacy. Thirty five male and female EFL student-teachers from private language schools in Urmia completed Multiple Intelligences (McKenzie 1999) and the Teachers’ Senses of Efficacy Scale (Tschannen-Moran and Woolfolk-Hoy, 2001) questionnaires. A positive large correlation was found between total multiple intelligence and total self-efficacy of the student-teachers. The amount of R square in regression analysis indicated that teachers’ self-efficacy is accounted for by their multiple intelligences, and intrapersonal intelligence played a pivotal role in predicting self-efficacy of these teachers. The most frequently used and favored abilities were found to be intrapersonal and existential intelligences. Concerning self-efficacy sub-scales, teachers most reported to be self-efficacious in instructional strategies and student engagement. This study suggests that language teachers can benefit from multiple intelligences training programs and can apply the principles in their own classes in order to enhance the quality of the materials they deliver. | ||
| کلیدواژهها | ||
| Iranian EFL student-teachers؛ multiple intelligences؛ self-efficacy | ||
| مراجع | ||
|
Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
Anderson, R. N., Greene, M. L., & Loewen, P. S. (1988). Relationships among teachers’ and students’ thinking skills, sense of efficacy, and student achievement. The Alberta Journal of Educational Research, 34, 148-165.
Armstrong, T. (2000). Multiple intelligences in the classroom. Alexandria, VA: ASCD.
Arnold, J., & Fonseca Mora, M.C. (2004). Multiple intelligence theory and foreign language learning: A brain-based perspective. IJES, 4(1),119-136.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A., Caprara, G. V., Barbaranelli, C., Gerbino, M., & Pastorelli, C. (2003). Role of affective self-regulatory efficacy in diverse spheres of psychosocial functioning. Child Development, 74, 769-782.
Beichner, R. A. (2011). The Relationship between students' academic self-efficacy and teachers' multiple intelligences instructional practices (Doctoral dissertation). Available at ProQuest Dissertations and Theses database.
Caprara, G. V., Babaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490.
Chan, D. W. (2003). Multiple intelligences and perceived self-efficacy among Chinese secondary school teachers in Hong Kong. Educational Psychology, 23(5), 521-533.
Christison, M. A. (1996). Teaching and learning languages through multiple intelligences. TESOL Journal, 6(1),10-14.
Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323-337.
Coleman, K., Pamela, P., Linda, M., Lorraine, P., Rosalie, W., & Sheila, J. (1997). Teaching with multiple intelligences (Unpublished Master's Action Research Project). St. Xavier University, Chicago, IL.
Eisner, Elliot W. (1998). The Kinds of Schools We Need: Personal Essays. Portsmouth, NH: Heinemann.
Eng, L. L., & Mustapha, G. (2010). Enhancing writing ability through multiple intelligences strategies. Pertanika Journal of Sociology, Science, & Humanities, 18, 53-63.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences (2nd ed). New York: Basic Books.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
Gardner, H. (2000). The Giftedness Matrix: A Developmental Perspective. In C. Reva Friedman & M. Bruce Shore (Eds.). Talents Unfolding (pp.77-88). Washington, D.C.: American Psychological Association.
Gardner, H. (2004). A multiplicity of intelligences: In tribute to professor Luigi Vignolo. Retrieved from: http://www.howardgardner.com/Papers/papers.html.
Gardner, H. (2005). Multiple lenses on the mind. Paper presented at the ExpoGestion Conference, Bogota, Colombia.
Glickman, C. D., & Tamashiro, R. T. (1982). A comparison of first year, fifth year, and former teachers on efficacy, ego development, and problem solving. Psychology in the Schools, 19(4), 558-562.
Gusky, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63-69.
Haley, M. H. (2004). Learner-centered instruction and the theory of multiple intelligences with second language learners. Teacher College Record, 106(1), 163-180.
IKiZ, F. E., & ÇAKAR, F .S. (2010). The Relationship between Multiple Intelligences and academic achievements of second grade students. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(3),83-92.
Khosravi, M., & Saidi, M. (2014). Investigating the possible relationship between multiple intelligences and self-efficacy: the case of Iranian EAP instructors. Electronic Journal of Foreign Language Teaching, 11(1), 90-97.
Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y. F., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34, 67-76.
Knoublauch, D., & Woolfolk Hoy, A. (2008). Maybe I can teach those kids. The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education, 24, 166-179.
Kolata, K. (2001). Increasing students’ efficacy through the multiple intelligences: Promoting diversity in the classroom. Undergraduate Research Journal, 4. Retrieved from https://www.iusb.edu/ugr-journal/static/2001/kolata.php
Loori, A. A. (2005). Multiple intelligences: A comparative study between the preferences of males and females. Social Behavior and Personality, 33(1), 77-88.
Mahasneh, A. M. (2013). The relationship between Multiple Intelligence and Self-efficacy among sample of Hashemite university students. International Journal of Education and Research, 1(5),1-12.
Marefat, F. (2007). Multiple intelligences: voices from an EFL writing class. Pazhuhesh- e Zabanha-ye Khareji, 32, 145-162.
McKenzie, W. (1999). Multiple intelligence survey. Surfaquarium Consulting. Retrieved from http://surfaquarium.com/MI/MIInvent.html
McKenzie, W. (2002). Multiple intelligences and instructional technology: A manual for every mind. Eugene, OR: International Society for Technology in Education.
Mettetal, G., & Jordan, C. (1997). Attitudes Toward a Multiple Intelligences Curriculum. The Journal of Educational Research, 91(2), 115-122.
Mikolajczak, M., & Luminet, O. (2007). Trait emotional intelligence and the cognitive appraisal of stressful event: An exploratory study. Personality and Individual Differences, 44, 1445-1453.
Moafian, F., & Ebrahimi, M. R. (2015). An empirical examination of the association between multiple intelligences and language learning self-efficacy among TEFL university students. Iranian Journal of Language Teaching Research, 3(1), 19-36.
Pajares, F. & Schunk, D. H (2014). Self-Beliefs and School Success: Self-Efficacy, Self-Concept, and School Achievement. Chapter in Press, PDF document. Retrieved from: http://www.emory.edu/EDUCATION/mfp/effpage.html
Pallant, J. (2007). SPSS: Survival Manual (3rd ed). Maidenhead: Open University Press.
Penrose, A., Perry, C., & Ball, I. (2007). Emotional intelligence and teacher self-efficacy: The contribution of teacher status and length of experience. Issues in Education, 17(1),107-126.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1),33-40.
Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65.
Rotter, J. B. (1990). Internal versus external control of reinforcement. American psychologist, 45(4), 489-493.
Schunk, D. H. (1981). Modeling and attributional effects on children's achievement: A self-efficacy analysis. Journal of Educational Psychology, 73, 93-105. Retrieved from: http://libres.uncg.edu/ir/uncg/f/D_Schunk_Modeling_1981.pdf
Shachar, H., & Shmuelevitz, H. (1997). Implementing cooperative learning, teacher collaboration and teachers’ sense of efficacy in heterogeneous junior high schools. Contemporary Educational Psychology, 22, 53-72.
Tajeddin, Z., & Saidi, M. (2011). The interface between teachers’ multiple intelligences and their self-efficacy through Structural Equation Modeling. Paper presented at the 9th International TELLSI conference, Ilam, Iran.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W.K. (1998). Teacher efficacy: its meaning and measure. Review of Educational Research, 68(2),202-248.
Wood, R. & Bandura, A. (1989) Social cognitive theory of organizational management. Academy of Management Review, 14(3),361-384.
Yazdanimoghaddam, M., & Khoshroodi, Sh. B. (2010). The relationship between teachers ' teaching efficacy and their multiple intelligences. Journal of Language and Translation, 1(2),33-39.
Zimmerman, B. J. (1995). Self-Efficacy and Educational Development. In A. Bandura (Ed.). Self-Efficacy in Changing Societies (pp.202-231). Cambridge: Cambridge University Press.
| ||
|
آمار تعداد مشاهده مقاله: 3,542 تعداد دریافت فایل اصل مقاله: 2,653 |
||