The Relationship between Multiple Intelligences, Self-Efficacy and Academic Achievement of Saudi Gifted and Regular Intermediate Students

The current study aimed to investigate and describe the multiple intelligences (MIs) and self-efficacy profiles that characterize Saudi female (gifted / regular) third intermediate students and their relationship to the achievement of EFL language skills and aspects. The sample consisted of (85) Saudi female third intermediate grade students, (43) were identified as gifted, and (42) were regular students. Three research instruments were used to collect data: (a) the Multiple Intelligence Inventory, (b) the Self-efficacy Scale and (3) A Language Achievement Test. The results of data analysis revealed that Interpersonal Intelligence was the most preferred intelligence types among gifted and regular participants. Musical intelligence was the least preferred intelligence among both groups. Differences between the two groups were in the order of other preferences. The study also revealed that there was significant correlation between MIs and achievement in specific language skills and language aspects. Self-efficacy, on the other hand, did not correlate to language achievement but it was a good predictor of success. The study recommended EFL teachers to respond to different potentials of their students, develop activities that support students’strongest intelligences as well as improving the weak ones and pay more attention to creating a motivating classroom environment.