Assessing giftedness of Chinese secondary students in Hong Kong: a multiple intelligences perspective

This study sought to assess the viability of the use of a self-report check list identifying different aspects of giftedness in a sample of 192 Chinese secondary students from a multiple intelligences perspective. For comparis on, IQ, creativity, and leadership characteristics of these students were a lso assessed using conventional standardized measures. Data on academic ach ievement in Chinese language, English language, and mathematics were obtain ed from school records. While students perceived the seven intelligences as relatively distinct abilities, these self-estimates of the seven intellige nces did not generally predict the conventional measures, suggesting that t he seven intelligences and the conventional measures provided independent a nd possibly complementary information on aspects of giftedness. The implica tions of the development of a profile of strengths and weaknesses of studen ts from a multiple intelligences perspective for subsequent identification and programming are discussed.