Gender differences in personalized psychological interventions for college students: a narrative review integrating the Theory of Multiple Intelligences

Abstract

This narrative review explores gender differences in the design of psychological interventions for college students, using Gardner’s Theory of Multiple Intelligences (MI) as a conceptual framework. It examines how variations in mental health challenges, such as the higher prevalence of anxiety and depression among females and the greater propensity for risk-taking behaviors among males, correspond with cognitive profiles outlined in MI theory. Socialization processes further reinforce these differences, with females often exhibiting stronger linguistic and interpersonal capacities, making emotion-focused interventions—such as expressive writing and group discussions—more effective. In contrast, males, who frequently demonstrate enhanced bodily-kinesthetic and spatial abilities, may benefit more from action-oriented interventions, including physical activities or virtual reality (VR) tasks. To integrate these cognitive and psychological dimensions, this review introduces a Gender-Sensitive Psychological Integration Model, which synthesizes biological factors (e.g., neuroendocrine pathways), sociocultural influences (e.g., gender norms) and MI profiles to establish a systematic framework for personalized interventions. While universal strategies, such as mindfulness training and digital platforms, enhance accessibility, gender-specific approaches ensure that interventions align with cognitive and psychological predispositions, thereby optimizing their effectiveness. This dual-framework approach addresses both broad and individualized mental health needs. Despite its contributions, this review is limited by its focus on binary sex and gender distinctions, which may not fully capture the diversity of gender identities and psychological experiences. Future research should adopt a more inclusive perspective, incorporating non-binary and intersectional considerations to enhance the applicability of gender-sensitive psychological interventions.

Keywords

• college mental health
• sex and gender differences
• multiple intelligences theory
• psychological interventions
• narrative review