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 ]

This study assessed multiple intelligences in a sample of 96 Chinese secondary school teachers in Hong Kong, and explored the consistency between these teachers' multiple intelligences and their areas of responsibilities. Teachers typically reported relative strengths in interpersonal and intrapersonal intelligences and weaknesses in visual-spatial and bodily-kinesthetic intelligences. While there were no gender or age group differences, arts/music/sports teachers indicated greater strengths in musical intelligence when compared with language and social studies teachers, and guidance teachers indicated greater strengths in both intrapersonal intelligence and interpersonal intelligence than did non-guidance teachers. Using the eight intelligences as predictors, teachers' interpersonal intelligence was the significant predictor of their self-efficacy in helping others. The implications of these findings are discussed in light of the current Hong Kong education reform movement and the inadequacy of teacher education programs in Hong Kong.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0144341032000123778]