Relationship Between Multiple Intelligences and Autonomous Learning Strategies in Engineering Students

Abstract

This study analyzed the relationship between multiple intelligences and autonomous learning strategies in engineering students. A quantitative, correlational study with a non-experimental cross-sectional design was conducted. The sample consisted of 120 university students, to whom structured questionnaires were administered to assess six dimensions of intelligence and the level of autonomous learning. Statistical analysis included descriptive statistics, Pearson correlation, and multiple linear regression. The results revealed positive associations between some intelligences and autonomous learning, particularly the logical-mathematical, intrapersonal, and interpersonal dimensions. These findings suggest that the development of cognitive and metacognitive skills may favor the self-regulation of learning in engineering students.