Self-efficacy and Multiple Intelligences

Paper Summary:

This paper discusses two relatively new areas of research in education - self-efficacy and the concept of multiple intelligences which are intertwined in a number of decisive and practical ways. As this paper attempts to elucidate, self-efficacy is closely linked to and enhanced by the theory of multiple intelligences. A central theme of this paper shows why self-efficacy is such an important part of the learning development and motivation in young students. This is combined with an analysis of the views on multiple intelligences and how this theory furthers self-efficacy. Lastly, the paper briefly looks at the implications of this discussion in terms of the curriculum and what impact it has on the teacher's role and curricula development.

Outline:
Introduction
Intelligence
Howard Gardner and the Theory of Multiple Intelligences
An Example Self-Efficacy in Reading Comprehension in Sixth Grade
The Cognitive Self and Efficacy.
Multiple Intelligences and Self-Efficacy
The Importance of Self-Efficacy
Case Study
Teaching and Curricula Implications.
Conclusion

From the Paper:

"If one translates theory into actuality, then one could easily envisage how a student with an intelligence such as intrapersonal intelligence or another less recognized form of intelligence, would have a low sense of self-worth and hence a low level of self-efficacy, with the concomitant low achievement prospects. As Gardner has intimated in the above quotation, the opposite process occurs in a situation where various intelligences are recognized and formally accepted in the teaching and classroom environment. The sixth grade student who feels that his to her specific form of intellect is accepted and validated will have a greater sense of self-worth and most probably higher levels of self-efficacy and higher achievement outcomes.
"The scenario sketched above is of course somewhat simplistic and there are many other elements to consider in ascertaining the relevance and functioning of self-efficacy. However, in theory and in practice, the relationship between multiple intelligence and self-efficacy can be seen as a greater acceptance of the talents, intellectual predilections and intelligence of an individual who would have possibly felt marginalized in the past."

Sample of Sources Used:

• Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117-148. Retrieved July 22, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=77005655
• Bandura A. Self-Efficacy. Stanford University. Retrieved July 20, 2007, from http://www.des.emory.edu/mfp/BanEncy.html
• Bandura, A. ( 1986) Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall.
• Barkley, J. M. (2006). Reading Education: Is Self-Efficacy Important?. Reading Improvement, 43(4), 194+. Retrieved July 22, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5019313312
• Borland, J. H. (1997). The Construct of Giftedness. PJE. Peabody Journal of Education, 72(3-4), 6-20. Retrieved April 7, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=96242801

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