According to Sternberg’s triarchic theory of intelligence, three types of intelligence are essential in achieving success in school and life: analytical, practical, and creative intelligence. Successful intelligence is supposedly dynamic rather than static, implying that it can be influenced by for example the school environment.
Previous research showed that triarchic teaching resulted in positive effects on all three intelligences in high school students, especially when tailored to the individual intelligence profiles. Studies in primary schools attempting to enhance triarchic intelligence. are generally lacking.
In the present study, the effects of a triarchic intervention program on upper elementary pupils’ triarchic intellectual abilities were examined in a pretest-posttest control-group design, using the benefits of ICT. The intervention is provided with Acadin: a sheltered ICT environment in which pupils and their teachers can select enrichment assignments that match their profile and interests. Out of a group of 520 children, the 20% best scoring pupils were selected. That is, the 108 pupils that scored in the top 27% on at least two of the three triarchic intelligences were qualified as being gifted. Of the total group of 108 gifted pupils participating in the study, 59 pupils worked on assignments in Acadin for 25 weeks. The other 49 gifted pupils followed the regular educational program. All pupils completed a test battery measuring triarchic intellectual abilities and socio-emotional factors as motivation, wellbeing and self-concept. In addition, school achievements regarding vocabulary and numerical skills were monitored. Posttests are scheduled for May 2014.
Differential effects of the intervention for pupils in the control versus intervention group will be discussed.