On the relationship between multiple intelligences and self-actualization among Iranian EFL learners

2018 IJRSLL – Volume 7 Issue 3


ShirzadMoghaddam, Elnaz*
Tabaran Institute of Higher Education, Mashhad, Iran (Elnazshirzad@yahoo.com)

Ghapanchi, Zargham
Ferdowsi University of Mashhad, Mashhad, Iran (ghabanchi@um.ac.ir)


The present study aimed at taking steps to draw language instructors to new educational approaches in foreign language learning context in which the learners’ potentials concerning target language skills are realized at their maximum rate. To that end, the researchers opted to investigate the correlation between multiple intelligences theory and self-actualization to find out if any of the intelligence types as well as total multiple intelligence scores are significantly related to learners’ self-actualization. To collect the data, 278 junior students majoring in English language teaching and English literature at B.A. level were randomly selected from several universities of Razavi Khorasan province, Iran to answer the questionnaires. After the two completed questionnaires of multiple intelligences and short index of self-actualization were collected, the data were analyzed by Statistical Package for the Social Science (SPSS) software. The results revealed that among nine multiple intelligence types; naturalist, linguistic, logical-mathematical, intrapersonal, and existential intelligences are significantly related to self-actualization. Furthermore, it was demonstrated that there is a statistically significant relationship between total multiple intelligence scores and self-actualization. Finally, multiple regression analysis was run to find out the intelligence type that makes the most contribution to the prediction of self-actualization. The results showed that intrapersonal intelligence is the best predictor of self-actualization which uniquely explained 6.8 percent of the variance in self-actualization score.

Keywords: intelligence types; potentials realization; short index of self-actualization; EFL learners; language skills


DOI: https://doi.org/10.5861/ijrsll.2017.1827

*Corresponding Author