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KMID : 0388320140210040433
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Journal of Korean Academy of Fundamental Nursing
2014 Volume.21 No. 4 p.433 ~ p.445
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Multiple intelligences and critical thinking disposition in nursing students
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Hwang Eun-Hee
Shin Su-Jin
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Abstract
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Purpose: This study was conducted to examine relationships between critical thinking disposition and multiple
intelligences.
Method: Participants were nursing students (N=186) who completed a questionnaire assessing critical thinking disposition and multiple intelligences. Data were analyzed using descriptive statistics, t-test, analysis of variance with post hoc comparison, and Pearson correlation coefficients.
Results: For type of multiple intelligences, 32.9% of students had the strongest fit for “interpersonal intelligence” type and 20.1% for “intrapersonal intelligence” type. Mean score for critical thinking disposition was 3.42±0.37. Factors related to critical thinking disposition were participation in club activities (F=5.962, p=.001) with a representative role in the club (t=2.140, p=.034). There were significant differences in interpersonal intelligence scores by personality traits (t=2.445,
p=.015), participation in club activities (F=10.003, p<.001), and friendship (t=2.539, p=.012); and significant differences in intrapersonal intelligence scores by participation in club activities (F=3.862, p=.010), having a representative role in the club (t=2.101, p=.037), and friendship (t=2.220, p=.029).
Conclusion: Results indicate that critical thinking disposition is significantly associated with multiple intelligences and suggest that multiple intelligences should be considered to enhance critical thinking disposition when tailored teaching is adopted in nursing education.
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KEYWORD
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Intelligence, Nursing education, Nursing student, Thinking
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