The effects of a multiple intelligence self-assessment intervention on adolescents' career decision self-efficacy.

摘要

Multiple intelligences theory suggests intelligence consists of eight distinct intellectual domains, and such an approach could be useful for influencing adolescent career development. There were no empirical studies found that examined multiple intelligence (MI) based interventions and their impact on career decision self-efficacy among adolescents. This study, grounded in MI and self-efficacy theories, sought to determine if a MI self-assessment (the Multiple Intelligence Developmental Assessment Scales (MIDAS)), would increase middle school students' career decision self-efficacy, as measured by the Career Decision Self-Efficacy Scale (CDMSES). The sample consisted of 71 adolescents (grades 6-8) attending a rural middle school in south central Alabama. The study utilized a randomized controlled trial to generate equivalent comparison groups (one group received the MI-based intervention; the control group received no intervention); ANCOVA was used to examine the between-group differences on the posttest CDMSES scores. The study found no differences between the experimental and control groups on the posttest CDMSES. More research is needed to examine the applicability of MI theory in enhancing adolescents' career development. Given that the quality of work life is positively correlated to overall quality of life, the implications for social change include the potential use of MI theory to understand how individuals make important career decisions and at what ages those decisions can be influenced by parents, educators, and counselors.