RESEARCH TITLE: Investigating the association of students Multiple Intelligence, Relationship Skills, and Self-

Confidence to their Academic Performance by means of Correlational Method

1) What is the profile of the students in terms of;

1.1 multiple intelligence;
1.2 relationship skills;
1.3 self- confidence; and
1.4 Academic Performance?

2.) Is there significant relationship between students’ multiple intelligences and their academic performance?
3.) Is there significant relationship between students’ relationship skills and their academic performance?
4.) Is there significant relationship between students’ self- confidence and their academic performance?
5.) Based on the findings of study, what recommendation can be proposed?

REVIEW OF RELATED LITERATURE:

1. The relationship between academic and practical intelligence: A case study in Kenya

Robert J Sternberg, Catherine Nokes, P Wenzel Geissler, Ruth Prince, Frederick Okatcha, Donald A Bundy, Elena L
Grigorenko

Intelligence 29 (5), 401-418, 2001

We worked in a rural village in Western Kenya to test the notion that academic and practical intelligence are
separable and relatively distinct constructs. Eighty-five children (43 boys and 42 girls) between the ages of 12 and 15
years participated in the study. The main dependent variable of interest was their set of scores on a test of their tacit
knowledge for natural herbal medicines used to fight illnesses. This kind of knowledge is viewed by the villagers as
important in adaptation to their environment, which is understandable given that the …

2. Early reading acquisition and its relation to reading experience and ability 10 years later.

Anne E Cunningham, Keith E Stanovich

Developmental psychology 33 (6), 934, 1997

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A group of 1st-graders who were administered a battery of reading tasks in a previous study were followed up as
11th graders. Ten years later, they were administered measures of exposure to print, reading comprehension,
vocabulary, and general knowledge. First-grade reading ability was a strong predictor of all of the 11th-grade
outcomes and remained so even when measures of cognitive ability were partialed out. First-grade reading ability (as
well as 3rd-and 5th-grade ability) was reliably linked to exposure to print, as assessed in the 11th grade, even after
11th-grade reading comprehension ability was partialed out, indicating that the rapid acquisition of reading ability
might well help develop the lifetime habit of reading, irrespective of the ultimate level of reading comprehension
ability that the individual attains. Finally, individual differences in exposure to print were found to predict differences
in the growth in reading comprehension ability throughout the elementary grades and thereafter.

3. Classroom belonging among early adolescent students: Relationships to motivation and achievement

Carol Goodenow

The Journal of early adolescence 13 (1), 21-43, 1993

Early adolescents'sense of classroom belonging and support-of being liked, respected, and valued by fellow students
and by the teacher-was investigated among 353 sixth-, seventh-, and eighth-grade middle school students. Focusing
on one academic class, students completed scales of classroom belonging and support, expectancies for success, and
intrinsic interest and value; course grades and effort ratings were obtained from English teachers. Each of three
belonging/support factors identified by principal components analysis contributed significantly to explaining variance
in expectancies and value, with teacher support having the most consistently substantial influence across student
subgroups. The strength of association between support and motivation dropped significantly from sixth to eighth
grade. Teacher support was more closely related to motivation for girls than for boys. Expectancy was the primary
predictor of class effort and grades. These findings underscore the importance of belonging and interpersonal
support in fostering academic motivation and achievement.

4. Motivation, self-confidence, and expectations as predictors of the academic performances among our high school
students

Christopher M Tavani, Susan C Losh

Child study journal 33 (3), 141-152, 2003

The recent interest in high school students' levels of achievement has led to greater examination of the predictors
that facilitate such performances. Colleges and universities have become more selective in student admissions, not
only examining high school academic records, but also student participation in extracurricular activities. This study
examined the relationships among students' academic performances, expectations, motivations, and self-confidence
during a summer orientation at a large southeastern university (n= 4,012). The effects of parental education levels on
students' performances were also studied. Significant positive correlations were found among all variables. These
variables were also all significant predictors of students' academic performances. Gender had statistically significant
effects on students' expectations and self-confidence levels. These results are consistent with previous studies and
provide additional pathways for future research.********** The increasing attention given to understanding the
characteristics that promote high levels of academic performance and expectations among high school students has
led researchers to look beyond the confines of individual thought and examine the macrosocial influences that affect
individual performances. Thus, more outside predictors of individual scholastic performances, such as parental
encouragement, should be studied in addition to an individual's own motivations and expectations. After all, many
factors outside a student's control can influence his or her academic performances. These external predictors, jointly
with the individual's own characteristics, should significantly affect a student's performances and expectations,
thereby demonstrating to be strong predictors of his or her academic successes. Several studies have focused solely
on examining the external predictors of students' academic successes, such as the roles of parental encouragement
and involvement in their children's academic performances. These studies have shown that the parental attitudes
displayed towards their children have significant impacts on their children's behaviors relating to school achievement
(Epstein, 1995; Finn & Rock, 1997; Halle, Kurtz-Costes, & Mahoney, 1997; Moss & St. Laurent, 2001; Stevenson &
Baker, 1987). Moreover, according to Stevenson & Lee (1990), parents who believe that their children's performances
are determined by their abilities tend to participate less frequently in their children's school careers than those
parents who believe their children's performances are determined by effort. Miller (1995) discussed the role of
parents as supporters of their children's academic success, and indicated that parental attributions towards their

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children's academic performances are established early in the children's school careers. Furthermore, according to
Kelly & Michela (1980), attribution theory, the study of perceived causation, suggests that parent and teacher
attributes towards their children's performances affect their development, abilities, and capabilities to a great extent.
Therefore, the positive signs of parental and teacher encouragement displayed toward their children have significant
positive impacts on their children's successes, and are vital to enhance and maintain positive growths and levels of
academic performances (Bell, Allen, Hauser, & O'Conner, 1996; Cutrona, Cole, Colangelo, Assouline, & Russell, 1994;
Finn & Rock, 1997; Hoffman & Weiss, 1987; Moss & St. Laurent, 2001; Peng, 1994). However, in order to understand
the functions of parental actions, it is important to consider the key components within the family. Parental...

5. Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and
academic achievement

Janelle J Montroy, Ryan P Bowles, Lori E Skibbe, Tricia D Foster

Early Childhood Research Quarterly 29 (3), 298-309, 2014

Early behavioral self-regulation is an important predictor of the skills children need to be successful in school.
However, little is known about the mechanism(s) through which self-regulation affects academic achievement. The
current study investigates the possibility that two aspects of children's social functioning, social skills and problem
behaviors, mediate the relationship between preschool self-regulation and literacy and math achievement.
Additionally, we investigated whether the meditational processes differed for boys and girls. We expected …

Reference:

1.Sternberg, R. J., Nokes, C., Geissler, P. W., Prince, R., Okatcha, F., Bundy, D. A., & Grigorenko, E. L. (2001). The
relationship between academic and practical intelligence: A case study in Kenya. Intelligence, 29(5), 401-418.(
Retreived from August 15, 2019 Multiple Intelligences and Academic Performance.)

2. Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and
ability 10 years later. Developmental psychology, 33(6), 934.
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3. Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and
achievement. The Journal of early adolescence, 13(1), 21-43.

4. Tavani, C. M., & Losh, S. C. (2003). Motivation, self-confidence, and expectations as predictors of the academic
performances among our high school students. Child study journal, 33(3), 141-152.

(Retreived from August 15, 2019 self confidence and academic performance)

5. Montroy, J. J., Bowles, R. P., Skibbe, L. E., & Foster, T. D. (2014). Social skills and problem behaviors as mediators of
the relationship between behavioral self-regulation and academic achievement. Early Childhood Research Quarterly,
29(3), 298-309.

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