Study on Human Ecological Factors Affecting Linguistic and Logical-Mathematical Intelligence of Young Adolescents.

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Introduction
Every child has the unique properties, inner potentials and dissimilar abilities which help them to establish their self-concept by perceiving themselves and their life experiences. A child passes through different phases of development. A successful conversion from childhood to adolescence largely depends upon the family and school environment that assist him to acquire life survival skills as well academic success. But due to the technological advancements, severe changes have been observed in the school setting which has challenged the task of the teachers. Learning is an active process demanding attention, concentration and interest on the part of the learner. Therefore, provision for individual differences in learning is critical.
According to Howard Gardner (2006) intelligence is ability to create valuable product or offer a service that is valued in a culture. It is also a set of skills that make it possible for a person to solve problems in life. He treats intelligence as a possible to gather new knowledge for getting solutions over problems.
Gardner claims that all human beings have Multiple Intelligences (MI). They are independent of each other. How do they exist in human beings, especially children? To study this, profiles of persons require to be assessed. These multiple intelligences can be nurtured and strengthened, or ignored and weakened. He believes each individual has nine intelligences. His assumptions were based on braininjured patients. He stated that these intelligences are situated in the different areas of human brain and can either work independently or together. He could not definitely state locations about some of these intelligences. As brain has uniform structure, all individuals are expected to acquire all the nine intelligences. He also believes that these intelligences exist in individuals in different amount. Thus, each individual has a exceptional composition of these intelligences. Students learn in ways that are identifiably unique. Barzegar et al. (2011) explored the possible relationship between learner's MIs and their performance on reading proficiency items. The findings of the study stated that, in addition to linguistic and logical intelligences, there was a weak relationship between interpersonal, intrapersonal, and visual intelligences and answering reading proficiency items. Gupta (2016) carried out study entitled "Effect of Family Variables on Multiple Intelligences of Secondary School Students of Gujarat State" to find out the individual potential of young adolescents in terms of their intelligences and the effect of family related factors on their intelligences. It was recorded that some of the family and environment related variables such as working status of parents, parents' qualification, joint family and nuclear family staying with and without siblings affect the intelligences of learner positively and some do not have any effect as given.

Objectives
To study the association of human ecological variables with Linguistic Intelligence of Young Adolescents. To assess the association the human ecological variables with Logical-Mathematical Intelligence of Young Adolescents.

Materials and Methods
The present study was conducted in Haryana state. Multi stage sampling procedure was follow to have the representative sample. Out of total backward district of Haryana state, one was taken randomly. For rural sample, one block was selected at random from the selected district. From selected block one village having government high/senior secondary school and private high/senior secondary school was taken purposively. Similarly, for urban sample, one government high/senior secondary school and private high/senior secondary was taken randomly from the selected city.

Selection of Respondents
A list of boys students in the age group of 12-14 years was procured from both the selected schools of each area. A sample of 200 young adolescent boys was taken randomly from the list of selected schools of rural and urban areas. Out of 200 adolescent boys, 100 from urban and 100 from rural areas were selected randomly. This sample of 100 adolescent boys constituted of 50 boys each from Government and Private Schools.

Instrument of the Study
The primary data was collected by using questionnaire-cum-interview schedule developed by Kaur, 2006. The tool consisted of nine subscales namely, linguistic, logical mathematical, bodily kinesthetic, visual spatial, interpersonal, intrapersonal, naturalistic and existential intelligences. This tool was selected as it is reliable, its retest reliability coefficients for nine components were in the range of 0.63 to 0.86 and for inter observer reliability coefficients it was ranging from 0.61 to 0.90. Tool is also valid as its content validity ratio was ranging from 0.2 to 0.8 and its cross validity was ranging from 0.02 to 3.49. Scoring pattern used for Logical-Mathematical Intelligence and Linguistic Intelligence table number

Analysis of the data
Chi square test of independence was used to measure the degree of association between dependent and independent variables. Table 1 shows the association of microsystem variables on linguistics intelligence of the respondents. Results revealed that several aspects of linguistic intelligence were significantly associated with various microsystem variables, whereas others were not. Family size was observed to be significantly associated with (5.19) linguistic intelligence of the respondents'.

Results and Discussion
Significant associations were observed between parental education and linguistic intelligence of the respondents' i.e., with mothers' education (6.93) and fathers' education (13.9). Results elucidates that the other microsystem variables (family size and monthly family income) had no significant association with linguistic intelligence of the respondents' (Table 2). It is apparent from the results that the other microsystem variables (family size and monthly family size) had no significant association with logical mathematical intelligence of the respondents. Both linguistic and logical mathematical intelligences of the respondents' were found to be significantly associated with family size and parental education. Other microsystem variables i.e. family type and monthly family income had no significant association with both linguistic and logical mathematical intelligences of the respondents'. Research findings were also supported by the previous research results entitled "Effect of Family Variables on Multiple Intelligences of Secondary School Students of Gujarat State", which focused on the individual potential of young adolescents in terms of their intelligences and the effect of family related factors on their intelligences by Gupta (2016). It was concluded that some of the family and environment related variables such as working status of parents, parents' qualification, joint family and nuclear family staying with and without siblings affect the intelligences of learner positively and some do not have any effect as given. Activities such as working in small groups on a project, mentoring or teaching concepts to another student, conducting interviews, role playing historical or literary situations and team building exercises may be suggested to enhance linguistic intelligence of the adolescents. Logical mathematical intelligence of the adolescents may be improved by various activities such as writing an autobiography,