Academic achievement, creativity, multiple intelligences, and motivation in Iranian medical students
Abstract
Exploring the relationship between academic achievement, creativity, multiple intelligences, and motivation among Iranian medical students can provide valuable insights into their educational experiences and inform the development of effective strategies to enhance learning outcomes. This study investigated the relationship among Iranian medical students through a correlational-descriptive design. Participants included all 200 BA-level students of Islamic Azad University, Iran. The Attitude/Motivation Test Battery (AMTB) in Persian, the Torrance Creative Thinking Test (TCTT) in Persian, and Gardner’s Multiple Intelligences Questionnaire in Persian were used to collect data. The university archived their grade point averages (GPAs) to determine students’ academic progress. The Kolmogorov-Smirnov Goodness-of-Fit Test, descriptive statistics, Pearson product-moment correlation tests, and independent samples t-tests were used to examine the acquired data. The data analysis revealed a significant correlation between Iranian EFL learners’ creativity, multiple intelligences, motivation, and academic success; creative learners outperformed non-creative learners in terms of academic achievement; extrinsic learners outperformed intrinsic learners in terms of academic achievement; the highest academic achievement was associated with the interpersonal intelligence profile, while the lowest academic achievement was associated with the intrinsic intelligence profile. The findings may provide insight to stakeholders in the field, such as curriculum planners, tutors, and policymakers, regarding the relationship between creativity, multiple intelligences, motivation, and academic achievement, as well as the importance of factoring this relationship into ELT program design.
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