The Relationship between Writing Dispositions and Intelligence Domains of Gifted Students

Abstract

This study investigated the relationship between gifted secondary school students’ intelligence profiles and their writing dispositions. The study group comprised 61 secondary.  Working group of the research consists of 61 junior high school students from Erzurum Cevat Dursunoglu Science and Art Center with Elazig Science and Art Center in Turkey. Data collection tools where the Multiple Intelligence Inventory, Writing Disposition Scale and Personal Information Form. The results showed that gifted students logical-mathematical intelligence, naturalist intelligence, bodily-kinaesthetic intelligence and visual-spatial intelligence were stronger than others; they had “partially negative/positive” writing tendencies; and their verbal-linguistic intelligence, social intelligence, intrapersonal intelligence and naturalist intelligence were associated moderately, positively and meaningfully with their writing dispositions.