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This study aimed to investigate the effects of instruction based on Gardner's theory of multiple intelligences on deaf students' career self-efficacy in vocational schools. In order to achieve this goal, 60 male and female students from deaf vocational schools in Isfahan, Iran, were randomly selected and divided into experimental and control groups with 30 students in each group (15 males and 15 females). This study used a quasi-experimental design with pretest-posttest and control group. Career self-efficacy questionnaire (Betz, 2000) and Tirri, K., & Nokelainen (2008) was administered during pretest, posttest and follow-up stages. The instruction lasted about three weeks, two sessions per week with each session lasting two hours for the experimental group. On the other hand, the control group did not receive any instruction other than their conventional instruction. Data analysis, using analysis of repeated measures design, showed that the tow groups were significantly different in terms of career self-efficacy. The obtained results indicated that instruction based on Gardner's theory of multiple intelligences significantly enhanced the career self-efficacy of deaf students. Theoretical implications and practical applications of this research are discussed further.

The Effectiveness of Instruction Based on Gardner's Theory of Multiple Intelligences (TMI) on Career Self-Efficacy of Deaf Students