Assessing giftedness of Chinese secondary students in Hong Kong: A multiple intelligences perspective

Assessing giftedness of Chinese secondary students in Hong Kong: A multiple intelligences perspective

• Chan, D. W. Dept. of Educational Psychology, Faculty of Education, Chinese University of Hong Kong

High Ability Studies, 12(2), 215-234, 2001

Routledge

2001

• L Educational Measurement & Evaluation
  • LA Intelligence, Ability & Aptitude Tests

Scale Academic Achievement Intellect Hong Kong China Chinese High School Students Students -- Self-Rating of Intelligence Levels

• Hong Kong

• 1997.7 onwards

• Secondary Education

This study sought to assess the viability of the use of a self-report checklist identifying different aspects of giftedness in a sample of 192 Chinese secondary students from a multiple intelligences perspective. For comparison, IQ, creativity, and leadership characteristics of these students were also assessed using conventional standardized measures. Data on academic achievement in Chinese language, English language, and mathematics were obtained from school records. While students perceived the seven intelligences as relatively distinct abilities, these self-estimates of the seven intelligences did not generally predict the conventional measures, suggesting that the seven intelligences and the conventional measures provided independent and possibly complementary information on aspects of giftedness. The implications of the development of a profile of strengths and weaknesses of students from a multiple intelligences perspective for subsequent identification and programming are discussed.
[Copyright of High Ability Studies is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13598130120084348 ]

• English

Journal Articles

• 13598139

• 10.1080/13598130120084348

https://bibliography.lib.eduhk.hk/en/bibs/bb5ed2e7

2010-11-24