文章基本信息

标题：Inteligencias Múltiples, Curriculum del Hogar, Intereses, Autoestimas y Logros Académicos Previos y Actuales*
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作者：Raúl Pizarro Sánchez
期刊名称：Revista de Psicología
印刷版ISSN：0719-0581
出版年度：2005
卷号：14
期号：2
页码：Pág. 163-175
DOI：10.5354/0719-0581.2005.17430
语种：Spanish
出版社：Universidad de Chile. Facultad de Ciencias Sociales
摘要：This research analyzed standardized weights of multiple intelligences (MI), curriculum of the home (CoH), interests (Is), self-esteems (SE) and previous learning (PL) on current learning (CL). These static and dynamic relations are very informative for teachers´ educational initial formation since they exhibit our students´ development. Population considered 9th graders coming from scientific-humanistic, urban and coeducational public, subsidized, private schools, Quilpué, Valparaíso, Chile, 2004. This article corresponds to the 1rst. year (out of 4) of our National FONDECYT Project No. 1040251, Universidad de Playa Ancha de Ciencias de la Educación (UPLACED), 2003. A stratisfied ramdon sample implied 471 students who took Shearer´s MI scales, Pizarro´s questionnaire for CoH, Holland´s inventory for Is, Coopersmith´s inventory for SE, and objective tests and grade marks for PL and CL. Eleven computed significant multiple correlation coefficients sustained our alternative hyphotesis. They ranged from R=.4868 (F=28,583; SIG.=.000) to R=.1342 (F=5.754; SIG.=.017). Six out of 11 analyses considered MI, 4/11 considered 8th grade Castilian Language, 3/11 for Curriculum of the Home, and 2/11 selected 8th grade Sciences and History. Thus, IM, CoH, Is, SE and PL factors maximally explained 24 % of CL variances. We expect these weights change as students progress to their 12th grade.
其他摘要：This research analyzed standardized weights of multiple intelligences (MI),curriculum of the home (CoH), interests (Is), self-esteems (SE) and previous learning (PL) on current learning (CL). These static and dynamic relations are very informative for teachers´ educational initial formation since they exhibit our students´ development. Population considered 9th graders coming from scientific-humanistic, urban and coeducational public, subsidized, private schools, Quilpué, Valparaíso, Chile, 2004. This article corresponds to the 1rst. year (out of 4) of our National FONDECYT Project No. 1040251, Universidad de Playa Ancha de Ciencias de la Educación (UPLACED), 2003. A stratisfied ramdon sample implied 471 students who took Shearer´s MI scales, Pizarro´s questionnaire for CoH, Holland´s inventory for Is, Coopersmith´s inventory for SE, and objective tests and grade marks for PL and CL. Eleven computed significant multiple correlation coefficients sustained our alternative hyphotesis. They ranged from R=.4868 (F=28,583; SIG.=.000) to R=.1342 (F=5.754; SIG.=.017). Six out of 11analyses considered MI, 4/11 considered 8th grade Castilian Language, 3/11 forCurriculum of the Home, and 2/11 selected 8th grade Sciences and History. Thus, IM, CoH, Is, SE and PL factors maximally explained 24 % of CL variances. We expect these weights change as students progress to their 12th grade.