Multiple intelligences of Chinese gifted students in Hong Kong: Perspectives from students, parents, teachers, and peers

Abstract

This study assessed the profiles of eight intelligences of 133 gifted students from five perspectives based on their self‐ratings and ratings by their mothers, fathers, teachers, and peers. Across different perspectives, logical‐mathematical intelligence received the highest ratings whereas bodily‐kinesthetic and naturalist intelligences received the lowest ratings. Based on the three profile similarity indices, elevation, scatter, and shape computed to describe each of the typical profiles of students, mothers, fathers, teachers, and peers, it was suggested that the mother perspective and the father perspective were more similar than those of teachers and peers. In addition, the indices also suggested the interpretation that mothers tended to be more sensitive to students’ multiple intelligences than fathers, teachers, and peers. Students’ perceived creativity and leadership were more predictable using the multiple intelligences from the student perspective. The implications of respecting multiple perspectives on students’ multiple intelligences for helping to meet the needs of gifted students are discussed.

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