Research method

Research question

The research question for our study was: Are there significant relations between the global trait El level assessed by TEIQue-SF and multiple intelligence types assessed by the experimental version of the MI test of university students?

Research group

The participants in our study consisted of 266 undergraduate students (N=266, M.lgc=21.09, SD= 1.98,72 percent of whom were females, and two respondents did not mention their gender) from two public universities in Slovakia. As can be seen from the above figures, the research group was not equal in gender portion, though quite homogeneous regarding age. Opportunity sampling was used, the participation was voluntary and no refusals were observed during data collection, which occurred in the second half of the winter term in 2018. To protect the anonymity of the respondents a unique coding system was employed. The respondents signed the informed consent form.

Research methods

Multiple Intelligence was assessed with the Multiple Intelligences Test (MI Test; Shearer, 2007; see www.achieve-goal-setting-success.com/support-files/ hgmitest.pdf, 2013; Slovak translation and adaptation by Pastrnakova & Kaliska, 2014). The MI Test consists of 102 items assessing nine distinct intelligences: Linguistic (11 items), Logical-Mathematical (12 items), Spatial (12 items), Musical (12 items), Naturalist (12 items), Bodily-Kinesthetic (12 items), Interpersonal (11 items), Intrapersonal (13 items) and Existential Intelligence (7 items). Respondents use a dichotomic scale to answer Yes/No to the statements. The test takes 15 to 20 minutes in paper-and-pen form. The estimated reliability coefficients of inner consistency (Cronbach’s alpha) for the whole sample for each intelligence are presented in Table 6.5. Since the Cronbach’s alpha coefficient for Existential intelligence was only .34, and since Gardner (2011) eliminated this type from his concept, it was excluded from this analysis.

Table 6.5 Descriptive indicators of all variables in a sample of the Slovak university students (N=266)

TEIQue-

SF

Global trail El

Min

Max

AM

SD

Med

Skewness

Kurtosis

Cronbach s a

3.20

6.43

4. S3

.64

4.87

-.138

-.374

.793

MIT

Linguistic

1.00

11.0

5.85

2.43

6.00

.063

-.820

.641

Logical-

Mathematical

.00

12.0

5.72

2.82

6.00

.091

-.573

.721

Musical

.00

12.0

5.94

2.76

6.00

.279

-.596

.773

Spatial

2.00

12.0

7.25

2.32

7.00

-.117

-.602

.580

Bodily-

Kinesthetic

1.00

12.0

6.80

2.32

7.00

-.249

-.790

.590

Intrapersonal

1.00

13.0

8.19

2.32

8.00

-.202

-.400

.563

Interpersonal

1.00

12.0

7.50

2.34

8.00

-.326

-.553

.583

Naturalist

1.00

12.0

6.93

2.35

7.00

.050

-.688

.620

Source: Authors' own compilation.

Trait El was assessed by the short Slovak version of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF, Kaliska et al., 2015) created by Petrides (2009) and explained in Chapter 5. Reliability estimate of internal consistency was for this whole sample a=.79.

For data analysis, apart from descriptive statistics, correlation analyses were run to estimate the relations of trait El to the eight distinct intelligences of MI. Finally, a hierarchical three-step regression analysis was conducted, with the Global Trait El level as the dependent variable, to examine the predictive strength of distinct multiple intelligences.

 
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