A Study on the Distribution of Chinese College Students’ Intelligences from the Perspective of Multiple Intelligences Theory

Abstract

This study explores the application of Gardner’s multiple intelligences (MI) theory (1983) in Chinese higher education, attempting to delineate the diverse cognitive profiles of college students and offer implications for personalized learning. Through a mixed-methods approach which combines questionnaires and interviews with 20 Chinese college students, this study identifies distinct intelligence distributions, with interpersonal, linguistic, and intrapersonal intelligences being most prominent, and logical-mathematical intelligence lagging significantly. Findings reveal that synergistic combinations of intelligences (e.g., spatial-linguistic or interpersonal-intrapersonal) enhance learning efficacy and support Gardner’s argument that intelligences interact dynamically in real-world problem-solving.