A Preliminary Study on Gardners Multiple Intelligence Theory Concerning School Lesson Subjects and School Students Adjustment

This investigation was conducted as a Preliminary Study on Gardners Multiple intelligence Theory. Participants were a sample group of 120 secondary school students in different branches of study. The data was gathered by administering the Multiple Intelligence Questionnaire adapted from Douglas and Harms´ questionnaires, Bell Adjustment Questionnaire, and a researcher – made questionnaire on the sample group. The following results were obtained:


It was shown that there was low to moderate but significant correlation among different kinds of intelligence and related school subject scores.
Interpersonal and intrapersonal intelligence scores accounts for 22 percent of the total variance of social adjustment.
Different finds of intelligence are not totally independent from each other. There were low to moderate but significant correlations among some of them. 33 percent of the common variance among different finds of intelligence suggests spearman´ s «g» factor.
The greatest variance of educational achievement can be accounted for by verbal – linguistic and logistic – mathematical intelligence.


In regards to intrapersonal intelligence, girls are superior to boys, but boys are superior to girls in regards to visual – spatial intelligence. There was no significant difference between the two genders in other kinds of intelligence.