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A random sample of 1142 students (603 male, 539 female) from the 2018–2019 academic year completed two Turkish-adapted instruments: a cognitive/behavioral/physical scale and a multiple intelligences scale. Hypotheses were tested using t-test/Mann-Whitney U and Kruskal-Wallis alongside descriptive statistics. Results show significant differences across gender, income, and sporting variables.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigation-of-the-effect-of-cognitive-behavioral-and-physical-development-levels-on-the-multiple-intelligence-of-university-students-abstract-keywords-and-study-overview/592748/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigation-of-the-effect-of-cognitive-behavioral-and-physical-development-levels-on-the-multiple-intelligence-of-university-students-abstract-keywords-and-study-overview/592748.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the study?","Question",{"text":112,"@type":113},"The study assessed multiple intelligence levels in relation to cognitive, physical, and affective development among university students, and examined how these relate to variables such as gender, income, and sporting factors.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated and how were they selected?",{"text":117,"@type":113},"The sample included 1142 university students (603 male, 539 female) selected through random sampling from the 2018–2019 academic year.",{"name":119,"@type":110,"acceptedAnswer":120},"Which instruments and analysis methods were used?",{"text":121,"@type":113},"Data were collected using Turkish-adapted scales based on Schembre et al. (2015) and Gardner’s Multiple Intelligence framework. Hypotheses were tested with t-test/Mann-Whitney U and analysis of variance via Kruskal-Wallis, along with descriptive statistics such as mean and standard deviation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592748,1792882983,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Asian Journal of Education and Training  \nVol. 5, No. 4, 510-517, 2019 ISSN(E) 2519-5387  \nDOI: 10.20448/journal.522.2019.54 .510.517  \n© 2019 by the authors; licensee Asian Online Journal Publishing Group  \nInvestigation of the Effect of Cognitive Behavioral and Physical Development Levels on the Multiple Intelligence of University Students  \nMahmut Gülle   \nHatay Mustafa Kemal University, School of Physical Education and Sports, Hatay, Turkey.  \nAbstract  \nIn this study, it was designed to examine the multiple intelligence levels, cognitive, physical and affective levels of the faculty students studying at Hatay Mustafa Kemal University. The population of the study was composed of students studying at Hatay Mustafa Kemal University in 2018 - 2019 academic year. The sample included 1142 students (Male = 603, Female = 539) chosen by random sampling method. In the study, “Cognitive, Behavioral and Physical” scale developed by Schembre et al. (2015) adapted to Turkish by Eskiler et al. (2016) and “Multiple Intelligence” scale developed by Gardner (1990) adapted to Turkish by Demirtas and Duran (2007) were used as a data collection tool. In order to test the hypotheses of the study, t-test (Mann-Whitney U test) and analysis of variance in multiple comparisons (Kruskal Wallis-H test) were performed in addition to descriptive statistics such as arithmetic mean, standard deviation, frequency/percentage, normal distribution test, (Kolmogorov-Smirnov test) . As a result of the study, it was found that there was a significant difference between the participants' cognitive behavioral physical activity and multiple intelligence levels in relation to gender, income status and sporting variables.  \nKeywords: Multiple intelligence level, Cognitive physical and behavioral level, Physical education and sport, University students.  \nFunding: This study received no specific financial support.  \nCompeting Interests: The author declares that there are no conflicts of interests regarding the publication of this paper.  \nTransparency: The author confirms that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained.  \nEthical: This study follows all ethical practices during writing.  \nContents  \n1. Introduction .................................................................................................................................................................................... 511  \n2. Materials and Methods ................................................................................................................................................................. 511  \n3. Results and Interpretation ........................................................................................................................................................... 512  \n4. Discussion and Conclusion........................................................................................................................................................... 515  \n5. Suggestions ..................................................................................................................................................................................... 516  \nReferences ............................................................................................................................................................................................ 516  \nContribution of this paper to the literature  \nThis study aims to assess the concurrent validity of a new, self-report measure of Gardner‟s multiple intelligences by relating scores on this test to measures of personality, approaches to learning as well as crystallized intelligence and self-estimated scores of those „intelligences‟.  \n1. Introduction  \nAccording to Matlin (2008) the mind-related areas cover philosophy, linguistics, ant","cbCaij72szrM0Q1U","https://ap.wps.com/l/cbCaij72szrM0Q1U","pdf",511877,"English","# Abstract\n# Keywords\n# Contribution of this paper to the literature\n# Introduction\n## Cognitive and conceptual background\n## Intelligence and Gardner’s theory\n# Research context on multiple intelligences","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"The study assessed multiple intelligence levels in relation to cognitive, physical, and affective development among university students, and examined how these relate to variables such as gender, income, and sporting factors.\"},{\"question\":\"Who participated and how were they selected?\",\"answer\":\"The sample included 1142 university students (603 male, 539 female) selected through random sampling from the 2018–2019 academic year.\"},{\"question\":\"Which instruments and analysis methods were used?\",\"answer\":\"Data were collected using Turkish-adapted scales based on Schembre et al. (2015) and Gardner’s Multiple Intelligence framework. Hypotheses were tested with t-test/Mann-Whitney U and analysis of variance via Kruskal-Wallis, along with descriptive statistics such as mean and standard deviation.\"}]","Investigation of the Effect of Cognitive Behavioral and Physical Development Levels on the Multiple Intelligence of University Students - Abstract, Keywords, and Study Overview | PDF",1792075367]