(i) To study the multiple intelligence of the senior secondary students. (ii) To study the independent effect of the predictive variables viz. physical intelligence, general intelligence, emotional intelligence and spiritual intelligence on the criterion variable i.e. academic success. (iii) To study the two factor interactional effect of the predictive variables on criterion variable. (iv) To study the three factor interactional effect of the predictive variables on criterion variable. (v) To study the four factor interactional effect of the predictive variables on criterion variable. (vi) To ascertain the zero-order relationship between academic success and multiple intelligence. (vii) To study the relative contributory role of multiple intelligence in determining the academic success of the students. (viii) To predict the academic success of the students on the basis of the multiple intelligence. 

Sample constitutes the 1200 senior secondary school students of Agra city affiliated to CBSE Board which were selected by simple random sampling. 

The tools used for collection of data were: G.C. Ahuja s Verbal Group Test of Intelligence, Mangal & Mangal s Emotional intelligence Inventory, Self-constructed test for Physical intelligence, Self constructed test for Spiritual intelligence, Senior secondary CBSE Board examination marks as a measure of Academic Success. 

Mean, Standard deviation, Zero order Correlation, Co-efficient of Correlation, CR test, ANOVA, Multiple Correlation and Multiple Regression Analysis were used. 

(i) There is a normal tendency in the scores of the multiple intelligence of senior secondary students. (ii) CR value for multiple intelligence among male and female students is found to be significant at 0.01 level of significance. (iii) Independent effect of Physical intelligence was found to be significantly affecting the academic success of female secondary school students (F=<0.05), but not of male students (F=>0.05). General intelligence was found to be significantly influencing the academic success scores of male adolescents (F=<0.05) whereas in case of female adolescents, the independent effect of General intelligence was found statistically insignificant (F=>0.05). Independent effect of Emotional intelligence was not found to be significant in both the population of male and female students. Spiritual intelligence was found to play a significant role in influencing academic success of both the subgroups of male (F=<0.05) and female (F=<0.01) students. (iv) Two variables, though independently effective, jointly do not influence the academic success scores of male and female population. Further, the possible bivariate combination of Physical intelligence x Emotional intelligence for male students whereas Emotional intelligence x Spiritual intelligence for female students turn out to be significantly causing variation (F=<0.05) in their academic success scores. (v) Three factors interactional effects of the four possible tri-variate combinations for male and female population, the two possible tri-variate combinations of Physical intelligence x General intelligence x Emotional intelligence and General intelligence x Emotional intelligence x Spiritual intelligence for male students (F=<0.05) whereas, the tri-variate combination of Physical intelligence x General intelligence x Emotional intelligence for female students (F=<0.01) turn out to be significantly causing variation in their academic success scores. But, the results for the tetra-variate interactional effect of four predictive variables do not contribute any significant variation in the academic success of both the population. (vi) Positive and significant multiple relationships exist between academic success and predictive variables under study of the female participants. Further, in case of male participants, though the insignificant relationships were found between Physical intelligence, Emotional intelligence and Spiritual intelligence with academic success, yet they all positively associated with academic success; however, General intelligence was found to have positive and significant relationship with academic success. (vii) The amount of variance caused by the predictive variables is found to be considerably higher in female students (0.146) than in male students (0.060). 

Physical intelligence and Spiritual intelligence play a predominant role in determining academic success of female students whereas, General intelligence was found to be a most promising factor in the development of success in academics among male adolescents and Emotional intelligence was found to be a weak predictor of academic success for both the groups.