The Comparative Study On Multi-intelligence Structure Of Chinese & Russian Middle School Students

The restriction of typical Intelligence Quality Theory has been eased by the multi-intelligence theory that accentuates that every individual owns at least eight intelligences which present respectively the various advantages of an individual and give expression to the diversification of human evolvement.A survey was conducted randomly among both scientific and liberal senior-high students from Manzhouli and Hailar of China, and Ulan-Ude of Russia, as well as the non-course-sorted students from Irkutsk of Russia. 585 efficient questionnaires out of 770 are collected, 392 questionnaires from China's students, and 193 from Russia's. With Cronbach's Alpha method, the results of the reliability assessments of the whole population and the samples of the China's and the Russia's are between 0.70 and 0.90, which means that the questionnaire is reliable. In applying the Kruskal-Wallis test to evaluate the construct validity, in which the Pearson correlation coefficient of every intelligence item of the total population was donated to test the homogeneity. The results reveal that there is a significant positive correlation among the variables of the population withρ<0.01, and that the questionnaire possesses a fine construct coefficient. Cronbach's alphas for the discrimination analysis of every intelligence item fall between 0.416 and 0.685, which reveals that there is a fine discrimination in all the intelligence testing items.Based on the good quality of the questionnaire, the analysis of the survey results reveal that (1) there is a significant difference in multi-intelligence level between samples of both China and Russia, withρ<0.05. The multi-intelligence level of China's students is inferior to that of Russia's students. (2) With the exception of the insignificant difference in naturalist intelligence, there are significant differences in the rest items between two countries withρ< 0.05, i.e. the Linguistic Intelligence, the Logical-mathematical Intelligence, the Spatial Intelligence, the Bodily-kinesthetic Intelligence, the Interpersonal Intelligence and the Intrapersonal Intelligence, in which the Russian students are superior to those of the China's. (3) The comparative study results of the multi-intelligence items in the scientific and liberal students of two countries manifest that the liberal students from Manzhouli rank in the bottom level, followed by the scientific students from Manzhouli, the literal from Hailar, and the scientific from Hailar. The liberal and the scientific students from both Ulan-Ude and Irkutsk of Russia are on the top.The dissertation finally analyzes the relationship between the intellectual and the competence structure from micro- and macro-levels and brings forward personal view.