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Abstract: The concept of multiple intelligences (MI) theory is a challenge for educators to create environments that develop students’ eight intelligences. The chief goal of the present research study is to investigate the role of MI theory on the student’s achievement in communication skills. The researcher builds a new concept to assess the MI theory in developing the PYP students’ academic success in Communication Skills at Salman bin Abdul-Aziz University. The present study employed the descriptive method to determine the principles of MI (Multiple Intelligence) theory to prepare the communication skills course, and the quasi- experimental method to measure the effectiveness of the independent variable (MI theory) on the dependent variable (achievement). Sixty students who represent Salman bin Abdul-Aziz University in Saudi Arabia were selected randomly. For this purpose, Achievement test was used to gather the data. The study showed that there were positive effects of MI theory on the student’s achievement. The major contribution of the researcher is to develop a relationship between MI theories in the PYP students’ academic attainment.
Keywords: Communication Skills, Multiple Intelligence (MI) Theory & PYP Students, Saudi student
References:
1. Koksal, M. & Yel, M. (2007). The effect of multiple intelligences theory-based instruction on attitudes towards the course, academic success, and permanence of teaching on the topic of "Respiratory Systems". Educational Sciences: Theory &Practice. 7, 231-239.
2. Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: a systematic review and meta-analysis. Psychological bulletin, 138(2), 353. Retrieved from: https://psycnet.apa.org/journals/bul/138/2/353/
3. Ahmadian, M., & Hosseini, S. (2012). A study of the relationship between Iranian EFL learners’ Multiple Intelligences and their performance on writing. Mediterranean Journal of Social Sciences, 3(1), 111-126. Retrieved from:https://mcser.org/images/stories/2_journal/mjssjan2012/moussa%20ahmadian.pdf
4. Malouf, Sibastian (2011) Supporting the aspirations of preparatory year programs through innovative curriculum design. Presented at Conference Program for TUELC11, Inside the Saudi Preparatory Year English Program: The Future and Beyond, Taibah University, Saudi Arabia.
5. Aljafen, Bandar S. (2013) Writing Anxiety among EFL Saudi Students in Science Colleges and Department at a Saudi University, a master thesis Submitted to the School of Graduate Studies and Research, Indiana University of Pennsylvania
6. Das, Alok K. (2011) Addressing some common problem-areas in CLT. Presented at Conference Program for TUELC11, Inside the Saudi Preparatory Year English Program: The Future and Beyond, Taibah University,Saudi Arabia.
7. Christison, M., A., & Kennedy, D., (1999), Multiple Intelligences: Theory and Practice in Adult ESL, ERIC Document Reproduction Service No 410226.
8. Sternberg, Robert J., Grigorenko, Elena L. ( 2004). Successful Intelligence in the Classroom, HEORY INTO PRACTICE, Volume 43, Number 4, Autumn 2004Copyright © 2004 College of Education, The Ohio State University
9. Armstrong T. (1994), Multiple Intelligences in the Classroom, 2ndedition, Alexandria, VA, Association for Supervision and Curriculum Development
10. Gardner, H. & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher,18(8). 4-9.
11. BILGIN, Elmas Koken (2006) The Effect Of Multiple Intelligences Based Instruction On Ninth Graders Chemistry Achievement And Attitudes Toward Chemistry, A thesis submitted to the Graduate School of Natural and Applied Sciences, Middle East Technical University,
12. A Koura, Aly and Al-Hebaish, Safaa (2014) The Relationship between Multiple Intelligences, Self-Efficacy and Academic Achievement of Saudi Gifted and Regular Intermediate Students, Educational Research International Vol. 3(1) February 2014
13. Saricaoglu, A. & Arikan, A. (2009). A Study of Multiple intelligences. Retrieved on November, 2nd, 2013
14. Koura, A. (2005). MI,EFL Achievement and Self-efficacy in Pre-University Classrooms. Egyptian Council for Curriculum and Instruction. Ain Shams University, Cairo.
15. Olson, C. & Land, R. (2007). Taking a Reading/Writing Intervention for the Secondary English Language learners on the Road: Lessons Learned from the Pathway. Project Research in the Teaching of English, 42(Feb. 2008), 260-269.
16. Wong, M. (2005). Language learning strategies and Self-efficacy: Investigating the relationship in Malaysia. RELEC, 36, 245-269.
17. El-Embaby, A. (2008). EFL students Writing Competencies and Determine the Effectiveness of Multiple Intelligences. Retrieved on July 20, 2013, from www.foe.zu.edu.eg/Heigher%20studies.htm
18. Yushau, Balarabe (2006) The Effects of Blended E-Learning on Mathematics and Computer Attitudes in Pre-Calculus Algebra. Montana Mathematics Enthusiast Journal; 2006, Vol. 3 Issue 2, p176
19. Seaman, J. (2008). Adopting a grounded theory approach to cultural-historical research: Conflicting methodologies or complementary methods?. International Journal of Qualitative Methods, 7(1), Pp. 1-17.
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Abstract: Research Issue: How can interim managers keep employable in the long term regarding their strategic positioning, and which are the ensuing implications for personnel management? Methodology: Theoretical analysis and expert interviews to verify the findings. Practical Implications: Interim managers position themselves via their own resources, they attend to different markets and they enjoy differentiated remuneration. Human resources management may take this into account and contribute to the selection of, and the collaboration with, interim managers. Competitive Factors, Human Resources Management, Interim Manager, Strategic Positioning
Keywords: managers keep employable, strategic positioning, Theoretcial analysis, remuneration, Human resources Management, Competitive Factors.
References:
1. D. Alewell, “Zeitarbeit und Interimsmanagement in Deutschland: Ein empirischer und institutioneller Vergleich,” in: Zeitschrift für Betriebswirtschaftliche Forschung, 2006, 58. Jg., Heft 12, pp. 990-1012.
2. V. Bloemer, Interim Management: Top-Kräfte auf Zeit, Aufgaben, Auswahl, Kosten, Regensburg, 2008.
3. D. E. Guest, P. Oakley, M. Clinton, and A. Budjanovcanin, “Free or Precarious? A Comparison of the Attitudes of Workers in Flexible and Traditional Employment Contracts,” in: Human Resource Management Review, 2006, 16. Jg., Heft 2, pp. 107-124.
4. B. Johner-Glamsch, “ Persönlicher Nutzen und Opfer eines Interimsmanagers,” in: V. A. Tiberius, ed., Interimsmanagement, Management auf Zeit in der Praxis, Bern et al., 2007, pp. 51-72.
5. R. Kabst, W. Thost, R. Isidor, Interim Management: Auf dem Weg zur Selbstverständlichkeit, Düsseldorf, 2010.
6. S. Ribbert, Interim-Management durch externe Führungskräfte: Eine Analyse der Einsatzgebiete, Erfolgsdeterminanten und Gestaltungsmöglichkeiten, Köln, 1995.
7. V. A. Tiberius, “Interimsmanagement: Begriff und Konzeption,” in: V. A. Tiberious, ed., Interimsmanagement, Management auf Zeit in der Praxis, Bern et al., 2004, pp. 11-36.
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Abstract: It is thought that obesity related cognitions should be measured directly by using specified scales. Therefore with the aim to be able to search obesity related cognitions directly, two scales were constructed which named as Dysfunctional Attitudes Scale of Obesity (DASOB) and Automatic Thoughts Scale of Obesity (ATSOB). Scales were constructed by using examples of thought or attitude expressions which are emphasized in related literature (Beck, 2007; O’Connor and Dowrick, 1987; Werrij et al., 2009) and which are consistent with author’s clinical experiences. Four group of subjects as “successfull obeses”, “unsuccesfull obeses”, “obeses who does not look for professional help” and “normal controls” -32 subjects for each, and 128 for total- were used. The obeses who lost at least 10% of their initial weight and who were succesfully maintained 10% less weight for one year were assigned to the group “succesfull obeses” and the obeses who couldn’t maintained weight loss were assigned to the group “unsuccesfull obeses”. These two groups were choosen from patients of a private clinic and other two groups from general population. In terms of DASOB’s validity analysis, statisticaly significant positive corelation was found between Dysfunctional Attitudes Scale of Obesity (DASOB) and Dysfunctional Attitudes Scale (DAS) (r=.538, p<.001); which reveals that high scores at DASOB are related with high scores at DAS and vice versa. Factor Analyses of DASOB pointed out that the total variance explained by four factors is 61,865%. Factor loadings of all items for the first factor were above 0,478 to 0,787 (except DASOB1 and DASOB12) and this result beside the high accelerated drop after first factor on graphic leads to the decision that this scale has one general factor. Also, one way variance analysis revealed that DASOB could differentiate “succesful obeses” from other obese groups. In terms of ATSOB’s validity analysis, statisticaly significant positive corelation was found between Automatic Thoughts Scale of Obesity (ATSOB) and Automatic Thoughts Questionaire (ATQ) (r=.658, p<.001); which points out that high scores at ATSOB are related with high scores at ATQ and vice versa. According to Factor Analyses of ATSOB, the total variance explained by six factors is 67.180%. Factor loadings of all items for the first factor were above 0,312, and this result beside the accelerated drop after first factor on graphic leads to the decision that this scale has one general factor. Also, one way variance analysis revealed that ATSOB could differentiate “succesful obeses” from “obeses who does not look for professional help”. According to reliability analysis; Cronbach alpha’s for DASOB and ATSOB consequently was 0,883 and 0,829. In terms of split-half reliability, correlation between two halfs is 0,594 for DASOB and 0,582 for ATSOB. Analysis revealed that both DASOB and ATSOB can be accepted as valid and reliable instruments.
Keywords: Dysfunctional thoughts, Dysfunctional beliefs; Dysfunctional attitudes; Cognitions; Weight-loss success; Obesity; Automatic Thoughts
References:
1. Abelson, P., & Kennedy, D. (2004). The obesity epidemic. (Editorial). Science, (5676), 1413-1413.
2. Beck, A.T. (1967). Depression: Clinical, experimental and theoritical aspects. New York: Harper and Row Press.
3. Beck, J. S. (2007). Beck diet solutions. Alabama: Oxmoor House.
4. Beck, J. S. (2010). Beck diyet çözümü. (F. Köroğlu, trans.). Ankara: HYB Yayıncılık. (Original’s printing date 2007).
5. Byrne, S. M. (2002). Psychological aspects of weight maintenance and relapse in obesity. Journal of Psychosomatic Research, 53(5), 1029-1036.
6. Cawley, J., & Meyerhoefer, C. (2012). The medical care costs of obesity: An instrumental variables approach. Journal of Health Economics, 31 (1), 219–230.
7. Coelho, J. S., Siggen, M.J., Dietre, P., & Bouvard, M. (2013). Reactivity to thought shapefusion in adolescents: The effects of obesity status. Pediatric Obesity, 8, 439–444. doi: 10.1111/j.2047-6310.2012.00121.x.
8. Hollon, S.D., & Kendall, P.C. (1980). Cognitive self-statements in depression: Development of an automatic thoughts questionnaire. Cognitive Therapy and Research, 4, 383-395.
9. Ikeda, J., Amy, N.K., Ernsberger, P., Gaesser, G., Glenn, A., & Berg F. M. (2005). The national weight control registry: A critique. Journal of Nutrition and Behavior, 37, 203–205.
10. Jeffery, R. W., Epstein, L. H., Wilson, G. T., Drewnowski, A.,Stunkard, A. J., & Wing, R.R.(2000). Long-term maintenance of weight loss: Current status. Health Psychology, 19 (1), 5-16.
11. Mann, T., Tomiyama, A. J., Westling, E., Lew, A., Samuels, B., & Chatman, J. (2007). Medicare’s search for effective obesity treatments: Diets are not the answer. American Psychologist, 62(3), 220–233.
12. O’Connor, O. J. , & Dowrick, P. W. (1987). Cognitions in normal weight, overweight, and previously overweight adults. Cognitive Therapy and Research, 3 (11), 315-326.
13. Okumuşoğlu, S. (2014). The personality factors and cognitive factors related with weight loss success in obesity. Unpublished manuscript. Aegean University Institute of Social Sciences.
14. Şahin, N. H., & Şahin, N. (1992a). How dysfunctional are the dysfunctional attitudes in another culture? British Journal of Medical Psychology, 65, 17–26.
15. Şahin, N. H., & Şahin, N. (1992b). Reliability and validity of the Turkish version of the automatic thoughts questionnaire. Journal of Clinical Psychology, 48, 334–340.
16. Weisman, A.N., & Beck, A. T. (1978). Development and validation of the dysfunctional attitude scale: A preliminary investigation. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Ontario.
17. Werrij, M. Q., Jansen, A., Mulkens, S., Elgersma, H. J., Ament, A. J. H.A., & Hospers, H. J. (2009). Adding cognitive therapy to dietetic treatment is associated less relaps in obesity. Journal of Psychosomatic Research, 67, 315-324.
18. Wing, R.R., & Phelan,S. (2005). Long term weight loss maintenance.American Journal of Clinical Nutrition, 82 (1), 2225-2255.
19. World Health Organization [WHO]. (1997). Prevention and management of the global epidemic of obesity. In Report of the WHO, Consultation on Obesity. Geneva, June, (p.3-5). Geneva:WHO.
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