A Comparative Study of the Multiple Intelligence Profiles of First-Year IT Students and Employed Graduates

Autor/inn/en	Wilinski, Antoni; Kupracz, Lukasz
Titel	A Comparative Study of the Multiple Intelligence Profiles of First-Year IT Students and Employed Graduates
Quelle	In: Informatics in Education, 19 (2020) 3, S.491-517 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-5831
Schlagwörter	Multiple Intelligences; Intelligence Tests; College Freshmen; Graduate Students; College Graduates; Employees; Information Technology; Computer Science Education; Personality Traits; Labor Market; Foreign Countries; Poland + Suchen Sie Ihr Suchwort? Intelligenz (Psy); Intelligence test; Intelligenztest; Studienanfänger; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulabsolvent; Hochschulabsolventin; Employee; Arbeitnehmer; Beschäftigter; Informationstechnologie; Computer science lessons; Informatikunterricht; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Labour market; Arbeitsmarkt; Ausland; Polen
Abstract	The aim of the article is to determine in the studied groups the multiple intelligence distribution defined in the 1980s by Howard Gardner. The research was conducted in three groups of respondents. The first study group was first-year students of computer science, the second was master (2nd degree) students, educationally 4 years older than the first group. Their intelligence distributions were compared with the intelligence distributions of the third group -- graduates of the same university, the same field of study after several years of work in positions consistent with their education. Participants filled one of the multiple intelligence tests selected by answering 24 questions. A group of approximately 110 students and approximately 40 IT employees were examined. As there were statistically justified differences in several significant sub intelligences, a discussion was held on the forms of educational impact on student development paths. The research was carried out in conditions of full voluntary participation in the test and on the basis of self-assessment according to questions suggested in one of the online sources. According to the authors, the results seem interesting, although surprising. (As Provided).
Anmerkungen	Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01