عنوان مقاله [English]
Aim: This study aims to identify the relationship between internet addiction and Gardner's multiple intelligences. Method: The research methodology was correlational and the statistical population comprised of all female students in the 8th grade of the first cycle of non-governmental secondary school in the city of Tehran in the school year 2015-2016. The sample included 200 subjects who were selected by Cochran's formula using multistage sampling method. The data were collected by Young internet addiction questionnaire developed in 1996 and Gardner's multiple intelligences questionnaire developed in 1983 and multivariate regression was used to analyze the data. Results: There was a positive, significant relationship between visual-spatial intelligence (β=0.256, P=0.001) and musical intelligence (β=0.168, P=0.032), and internet addiction. There was a negative, significant relationship between interpersonal intelligence (β=0.419, P=0.001), logical-mathematical intelligence (β=0.337, P=0.001), intrapersonal intelligence (β=0.235, P=0.001), and internet addiction. There was not a significant relationship between kinetic-physical Intelligence (β=0.152, P=0.073), naturalistic intelligence (β=0.140, P=0.092), linguistic-verbal intelligence (β=0.004, P=0.965), and internet addiction. There was a negative, significant relationship between internet addiction and academic achievement (β=0.216, P=0.001). Conclusion: Considering the fact that the interpersonal intelligence, logical-mathematical intelligence can be regarded as internet addiction deterrent, it is recommended that parents, teachers, officials and experts in Department of Education plan for a number of lessons and activities from the beginning the students start studying at all educational levels to improve their interpersonal intelligence, logical-mathematical intelligence, that may be led to decrease in internet addiction and increase in academic achievement.