American International Journal of Humanities and Social Science (AIJHSS)

This study investigates the relationship between self-efficacy, multiple intelligences and the experiences of Canadian students in academe. Using a predominantly qualitative methodology and a sample of 20 participants, themes that were drawn out were multiple intelligences, and academic performance. This inquiry validates the premise that generally higher self-efficacy levels are closely affiliated with multiple intelligences (one or more) resulting in elevated academic grades. Some students who acquired slightly lower grades seemed to possess lower levels of self-efficacy. Gender, ethnicity, and disability were inconsequential in the findings. The analysis concludes with recommendations to propagate learning strategies to enhance the academic performance of university students.