ERG SES D 12, Research in Higher Education
Authors such as Watkins and Savickas (1990) point to the pressing need to include vocational and career guidance in educational plans. It is from this prism that the theory of Multiple Intelligences (MI) takes on special relevance in terms of the detection of the strengths of the individual. When taking into account the preferences of the students, the need to work on these from the initial training is observed (García-Martínez and Tadeu, . Beyond the training of automatic and efficient workers, the integral training of the students is pursued. Detecting the individual strengths allows the person to reinforce their professional profile, gaining self-esteem and autonomy in their subsequent professional performance.
Thus, the simple fact of passing a questionnaire that detects the type of intelligence that predominates in a student, will show us the possible professional opportunities more appropriate to their tastes and preferences. Therefore, the main objective of this study is to review the scientific literature that addresses the detection of the professional profile through MI.
This systematic review uses the statement PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) of Liberati et al. (2009), for greater consistency and scientific rigor. In addition, it follows the steps established in the Fernández-Ríos and Buela-Casal standards (2009). The main objective of this study is to analyze all the empirical studies that related the professional identity of the university students to their multiple intelligence. We consulted two search databases: Web of Science and Scopus. This was made during the months of September and November 2018 and included different combinations of the following key words, both in English and Spanish: "multiple intelligence", "professional identity", "university" and "students". It also used the operators boleanos "and" and "or". Then, the temporal range of the publication of these articles was defined, being from 2008 to 2018. In this time period 175 articles were found, distributed in 97 articles in Web of Science and 78 for Scopus.
Following a comprehensive systematic review, the number of articles studying the link between MI has increased considerably since 2013. At the same time, it can also be appreciated that practically all of the studies reviewed are cross-sectional. This makes us infer the pressing need for more implementations and interventions, due to the results reported on its participants. In relation to the country in which the different studies have been carried out, we find a total of 10 different countries. Spain stands out, over the rest, with 13 investigations; Great Britain with 4; USA and Taiwan with 2 each; while Colombia, Costa Rica, France, Hungary, Iran and Italy only have one study in the last ten years. Most of the documents focus on the study in the university stage (11 articles), this may well be due to the rapid access to the university population that the researchers have. As main conclusion, it could be said that more than half of the research reviewed in this work has as its thematic axis the MI study in an educational environment. This fact makes us stress the need for studies in groups outside educational practice, always bearing in mind that most of the existing ones are of a transversal nature. Perhaps, the access to a wide sample is the great handicap for the study in other sport fields.
Castro-Sánchez, M., Chacón-Cuberos, R., González-Valero, G., Puertas-Molero, P., Muros, J.J. y Zurita-Ortega, F. (2018). Autoconcepto, actividad física y sustancias nocivas: un modelo de ecuaciones estructurales. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, IN PRESS. Fernández-Ríos, L. y Buela-Casal, G. (2009). Standards for the preparation and writing of Psychology review articles. International Journal of Clinical and Health Psychology, 9(2), 329-344. García-Martínez, I. y Tadeu, P. (2018). The influence of pedagogical leadership on the construction of professional identity. Systematic review. Journal of Social Studies Education Research, 9(3), 145-162. González-Valero, G. (2018). El perfil del alumnado universitario de Primaria con mención en Educación Física desde la perspectiva físico-saludable, psicosocial y académica. Granada: Universidad de Granada. Hull-Blanks, E., Kurpius, S. E. R., Befort, C., Sollenberger, S., Nicpon, M. F. y Huser, L. (2005). Career goals and retention-related factors among college freshmen. Journal of Career development, 32, 16–30. Imbernón, F. (2007). La formación y el desarrollo profesional del profesorado. Graó: Barcelona. Liberati, A., Altman D.G., Tetzlaff, J., Mulrow, C., Gøtzsche, P.C., Ioannidis, J.P. … and Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: Explanation and elaboration. PLoS Medicine, 6(7), e1000100. Doi: 10.1371/journal.pmed.1000100 Martín-Romera, A. y García-Martínez, I. (2018). Profesionalización del docente en la actualidad: contribuciones al desarrollo profesional. Profesorado, revista de currículum y formación del profesorado, 22(1), 7-23. Shearer, C.B. y Luzzo, D.A. (2009). Exploring the Application of Multiple Intelligences Theory to Career Counseling. The Career Development Quarterly, 58, 3-13. Watkins, C. E. y Savickas, M. L. (1990). Psychodynamic career counseling. In W. B. Walsh & S. H. Osipow (Eds.), Career counseling: Contemporary topics in vocational psychology (pp. 79–116). Hillsdale, NJ: Erlbaum.
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