الذكاءات المتعددة وعلاقتها بالدافعية للإنجاز لدى المراهقين المتمدرسين في مرحلة التعليم الثانوي

Abstract EN

This article aims to know the nature of the relationship between multiple intelligences and motivation for achievement, as well as to identify differences by gender in multiple intelligences and motivation for achievement among adolescents studying in the secondary education stage.

the analytical descriptive approach was relied upon.

the research sample consisted of (100) male and female adolescents, ranging in age.

between (16-21) years, as the Howerd Gardner multiple intelligence scale was applied to them standardizing Walid al-Eid 2015 and another related to achievement motivation standardization Shweikhi Amal 2014, the results showed that there was no statistically significant relationship between multiple intelligences and achievement motivation among secondary school adolescents, there are statistically significant differences for the variables of multiple intelligences and achievement motivation between the two sexes.

the study recommended the need to organize teaching methods in an exciting way to increase attention, stimulate internal motivation, and prepare for the learning process, by renewing activities, with the need to pay attention to the desires and tendencies of the schooled adolescent in the academic field, which increases his motivation, increases his aspirations, and develops his intelligence.