Academic achievement, creativity, multiple intelligences, and motivation in Iranian medical students
Vol 5, Issue 3, 2023, Article identifier:1620
VIEWS - 295 (Abstract) 74 (PDF)
Abstract
Exploring the relationship between academic achievement, creativity, multiple intelligences, and motivation among Iranian medical students can provide valuable insights into their educational experiences and inform the development of effective strategies to enhance learning outcomes. This study investigated the relationship among Iranian medical students through a correlational-descriptive design. Participants included all 200 BA-level students of Islamic Azad University, Iran. The Attitude/Motivation Test Battery (AMTB) in Persian, the Torrance Creative Thinking Test (TCTT) in Persian, and Gardner’s Multiple Intelligences Questionnaire in Persian were used to collect data. The university archived their grade point averages (GPAs) to determine students’ academic progress. The Kolmogorov-Smirnov Goodness-of-Fit Test, descriptive statistics, Pearson product-moment correlation tests, and independent samples t-tests were used to examine the acquired data. The data analysis revealed a significant correlation between Iranian EFL learners’ creativity, multiple intelligences, motivation, and academic success; creative learners outperformed non-creative learners in terms of academic achievement; extrinsic learners outperformed intrinsic learners in terms of academic achievement; the highest academic achievement was associated with the interpersonal intelligence profile, while the lowest academic achievement was associated with the intrinsic intelligence profile. The findings may provide insight to stakeholders in the field, such as curriculum planners, tutors, and policymakers, regarding the relationship between creativity, multiple intelligences, motivation, and academic achievement, as well as the importance of factoring this relationship into ELT program design.
Keywords
Full Text:
PDFReferences
Ahmadi MR (2011). The effect of integrative and instrumental motivation on Iranian EFL learners’ language learning. ELT Voices 1(2): 7–15.
Almajali HK (2005). The Influence of Family Upbringing Style and Locus of Control on the Creative Thinking of Preparatory School Learners in the United Arab Emirates [PhD thesis]. University of South Africa.
Alshareef HN, Alsoud AR, Johar MGM, et al. (2021). Teachers’ perspective on the digitalization of higher education, resilience, and emotional trauma in Jordan. Educational Sciences: Theory & Practice 21(4): 17–30.
Alshuaybat WAM (2021). Factors affecting students’ satisfaction with academic advisory services in Jordan: A case study of Al Shoubak College. Eurasian Journal of Educational Research 2021(95): 98–117. doi: 10.14689/ejer.2021.95.6
Anwar MN, Aness M, Khizar A, et al. (2012). Relationship of creative thinking with the academic achievements of secondary school students. International Interdisciplinary Journal of Education 1(3): 44–47.
Batdı V (2017). The effect of multiple intelligences on academic achievement: A meta-analytic and thematic study. Kuram ve Uygulamada Egitim Bilimleri 17(6): 2057–2092. doi: 10.12738/estp.2017.6.0104
Bolandifar S, Noordin N (2013). Investigating the relationship between creativity and academic achievement of Malaysian undergraduates. Jurnal Teknologi 65(2): 2289–5434. doi: 10.11113/jt.v65.2355
Boonk L, Gijselaers HJM, Ritzen H, Brand-Gruwel S (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review 24: 10–30. doi: 10.1016/j.edurev.2018.02.001
Costa BCG, Fleith DS (2019). Prediction of academic achievement by cognitive and socio-emotional ariables: A systematic review of literature. Temas Em Psicologia 27(4): 977–991. doi: 10.9788/TP2019.4-11
Creswell JW (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches 4th ed. Sage.
Davoudi M, Chavosh M (2016). The relationship between multiple intelligences and listening self-efficacy among Iranian EFL learners. English Language Teaching 9(6): 199. doi: 10.5539/elt.v9n6p199
Esmaeili F, Behnam B, Esmaeili K (2014). A study of relationship between multiple intelligences and writing ability of Iranian female and male students. Mediterranean Journal of Social Sciences 5(20): 2663–2670. doi: 10.5901/mjss.2014.v5n20p2663
Fathi S, Kassem A (2021). Investigating attitudes and feelings towards volunteering: A comparison of Arab and non-Arab students. Eurasian Journal of Educational Research (96): 1–13. doi: 10.14689/ejer.2021.96.1
Fayazi-Nasab E, Ghafournia N. (2016). The relationship between multiple intelligences and motivational strategies. English Linguistics Research 5(2): 20. doi: 10.5430/elr.v5n2p20
Gajda A, Karwowski M, Beghetto RA (2017). Creativity and academic achievement: A meta-analysis. Journal of Educational Psychology 109(2): 269–299. doi: 10.1037/edu0000133
Grain HMJS, Neamah NR, Al-gburi G, et al. (2022). Differentiated Instructions effect on academic achievements of level 2 English students. A case on Iraq public sectors universities. Eurasian Journal of Applied Linguistics 8(2): 87–95.
Hajimaghsoodi A, Fahim M (2014). The relationship between motivation and critical thinking ability of Iranian EFL learners. International Journal of Language Learning and Applied Linguistics World 5(2): 454–463.
Kamal HN, Obaid IA, Alqiraishi ZHA, et al. (2022). The effect of academic self-efficacy, positive academic emotions, academic rewards, and metacognitive learning strategies effect on educational institutions’ academic performance in Iraq. Educational Sciences: Theory & Practice 22(2): 275–288.
Karataş E, Yalin Hİ (2021). The impact of matching learning-teaching styles on students’ academic achievement. Eurasian Journal of Educational Research 92: 377–402. doi: 10.14689/ejer.2021.92.18
Kirby E, McDonald J (2009). Engage Every Student: Motivation Tools for Teachers and Parents. Search Institute Press.
Lei H, Cui Y, Zhou W (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality 46(3): 517–528. doi: 10.2224/sbp.7054
Madigan DJ, Curran T (2020). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review 33(2): 387–405. doi: 10.1007/s10648-020-09533-1
Madkour M, Mohamed RAAM (2016). Identifying college students’ multiple intelligences to enhance motivation and language proficiency. English Language Teaching 9(6): 92. doi: 10.5539/elt.v9n6p92
Maulyda MA (2022). Decreasing creativity in elementary school students during online learning transition. Eurasian Journal of Educational Research 97(97): 154–167.
Moafian F, Ebrahimi MR (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.
Moheb N, Bagheri MS (2013). Relationship between Multiple Intelligences and Writing Strategies Journal of Language Teaching and Research 4(4): 777–784. doi: 10.4304/jltr.4.4.777-784
Naseri E, Ansari DN (2013). The relationship between multiple intelligences and Iranian high school students’ L2 writing achievement. International Journal of Psychology and Behavioral Research 5(2).
Ogundokun M, Adeyemo DA (2010). Emotional intelligence and academic achievement: The moderating influence of age, intrinsic and extrinsic motivation. Journal of the African Educational Research Network 10(2).
Roohani A, Rabiei S (2013). Exploring language learning strategy use: The role of multiple intelligences, L2 proficiency and gender. The Journal of Teaching Language Skills 5(3).
Saeidi M, Karvandi F (2014). The relationship between EFL learners’ multiple intelligences and their performance on reasoning-gap writing task. International Journal of Language Learning and Applied Linguistics World 5(2): 189–202.
Saleh Khalaf Ibnian S, Hadban D (2013). Implications of multiple intelligences theory in ELT field. International Journal of Humanities and Social Science 3(4).
Schacter J, Thum YM, Zifkin D (2006). How much does creative teaching enhance elementary school students’ achievement? Journal of Creative Behavior 40(1): 47–72. doi: 10.1002/j.2162-6057.2006.tb01266.x
Shemirani FB (2011). On the Relationship of Autonomy, Creativity, and Language Proficiency of EFL Learners [Master’s thesis]. Al-Zahra University.
Sistani M, Hashemian M (2016). Investigating the role of multiple intelligences in determining vocabulary learning strategies for L2 learners. English Language Teaching 9(6): 242. doi: 10.5539/elt.v9n6p242
Solikhah I, Budiharso T (2022). Linguistic landscape to improve quality of language learning and its relationship with blended learning, learning motivation and teacher competence. Eurasian Journal of Applied Linguistics 8(3): 55–69.
Starko AJ (2017). Creativity in the Classroom. Routledge.
Suharto AWB (2022). Equipping undergraduate students with creative writing to improve the quality of journal article writing. Eurasian Journal of Applied Linguistics 8(3): 165–180.
Tawalbeh TI (2016). Investigating EFL learners’ multiple intelligences in the preparatory year at Taif University. Theory and Practice in Language Studies 6(7): 1347. doi: 10.17507/tpls.0607.03
Tekiner A (2005). The Relationship between Perceptual and Social Learning Styles and Multiple Intelligences and Their Effects on English Proficiency of Turkish Young Adults Learning English as a Foreign Language [Master’s thesis]. The Middle East Technical University.
Thaba A, Baharuddin MR (2022). Influence of parental attention, self-concept, and independent learning on students’ learning achievement in the Indonesian language subjects. Eurasian Journal of Educational Research 97(97): 103–131.
Tomlinson CA (2001). How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd ed. Association for Supervision and Curriculum Development.
Zarei AA, Afshar NS (2014). Multiple intelligences as predictors of reading comprehension and vocabulary knowledge. Indonesian Journal of Applied Linguistics 4(1): 23–38. doi: 10.17509/ijal.v4i1.598
DOI: https://doi.org/10.59400/fls.v5i3.1620
(295 Abstract Views, 74 PDF Downloads)
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Reza Kafipour, Daviq Rizal, Farzaneh Faramarzizad
License URL: http://creativecommons.org/licenses/by/4.0/