Level Of Cultural Intelligence Research Articles

EXPLORING THE LEVELS OF CULTURAL INTELLIGENCE AND EMOTIONAL INTELLIGENCE AMONG ASIAN INTERNATIONAL STUDENTS

Cultural intelligence and emotional intelligence have gained substantial attention as integral components of the intercultural adaptation process. Despite their significance, there exists a research gap in examining the specific levels of these competencies within homogeneous cohorts of international students. Therefore, the main purpose of this study was to address this gap by assessing the levels of cultural intelligence and emotional intelligence among Asian international students enrolled in Chinese universities and their associated with sociodemographic variables. The study comprised 228 student participants. Participants completed self-report questionnaires measuring their cultural intelligence and emotional intelligence. The findings reveal that a significant proportion of Asian international students exhibit moderate to high levels of both cultural intelligence and emotional intelligence. Additionally, the research highlights a positive correlation between cultural intelligence and emotional intelligence. Among sociodemographic variables, prior travel experiences and international students’ friendships with local students displayed significant relationships with their cultural intelligence and emotional intelligence. However, gender, age, and educational level were not significantly related to cultural and emotional intelligence competencies. The study might offer valuable insights into the extensive body of cross-cultural literature on international students and can also serve as a practical guide for university communities seeking to implement measures that enhance the cultural and emotional intelligence of international students.

Investigation of The Relationship Between International Students’ Levels of Cultural Intelligence and Their Intercultural Sensitivity and Acculturation

The aim of the present research is to investigate the relation between the cultural intelligence levels of international students and their acculturation and intercultural sensitivity levels. The research was conducted with a total of 353 female and 282 male participants studying at Bursa Uludağ University. The participants were students from different countries and from different ethnic origins. Scales for measuring intercultural sensitivity, cultural intelligence, and acculturation, as well as a personal information form, were employed in the research, which used a correlational survey model inside a quantitative research design. In the analysis of the data, confirmatory factor analysis was utilized to analyze the construct validity of the scales, and to examine the reliability, the Cronbach alpha internal consistency coefficients were calculated and interpreted. While investigating the relationships between the scores obtained from the scales in the study, the Spearman-Brown correlation coefficient was calculated and regression analysis was implemented when examining the predictive status between the scores. According to the results of the current research, there was a low-level positive relationship between international students' levels of cultural intelligence and acculturation and a moderately positive relationship between their levels of cultural intelligence and intercultural sensitivity.

How does Cultural Intelligence Influence Teamwork Capability? The Role of Leader Emergence and Relational Identification

 Prior studies have recognized cultural intelligence (CQ) as an essential trait for addressing cultural diversity issues. However, the influence of cultural intelligence on teamwork capability still needs to be addressed. This study analyzes how cultural intelligence, leader emergence, and relational identification affect teamwork capabilities. The mediating effect of leader emergence and relationship identification is also investigated. The questionnaire is created and distributed using an online questionnaire platform (Survey Cake). Structural Equation Modeling (SEM) is used to collect and analyze data from 54 groups, including 221 respondents. The findings show that teamwork capability is significantly improved by cultural intelligence, leader emergence, and relational identification. Furthermore, leader emergence and relational identification have partially mediated the relationship between cultural intelligence and teamwork capability. Future studies are encouraged to replicate this study with a larger sample size because this study has a limited sample size. This study carries significant implications, not solely in terms of providing practitioners with accurate and lucid perspectives on the indispensability of possessing a substantial level of cultural intelligence in multicultural contexts, but also in assisting organizations or corporations to attain elevated levels of cultural intelligence, relational identification, leader emergence, and teamwork capability. Subsequently, this study offers theoretical contributions to the existing body of knowledge by examining and presenting a significant structural equation model of the relationship between cultural intelligence and teamwork capability with leader emergence and relational identification as the mediator. The results of this study provide individuals with pertinent and unambiguous perspectives on the significance of cultural intelligence in a multicultural setting.

The Role of Cultural Intelligence as a Mediating Variable in the Relationship between Psychological Adjustment and Academic Adaptation among the Students of Mu'tah University

This study aimed at identifying the level of psychological adjustment, academic adaptation and cultural intelligence among the students of Mu'tah university, identifying the impact of the variables of (gender, faculty) on the cultural intelligence, psychological adjustment and academic adaptation, as well as identifying the role of cultural intelligence as a mediating variable in the relationship between psychological adjustment and academic adaptation among the students of Mu'tah university. In order to achieve the study objectives, three scales were used: the scale of cultural intelligence, the scale of psychological adjustment and the scale of academic adaptation; their validity and reliability were verified. The study sample consisted of (295) male and female students. The results revealed that the level of cultural intelligence, psychological adjustment and academic adaptation was medium. The results revealed that there was a relationship for cultural intelligence as a mediating variable between psychological adjustment and academic adjustment. The results showed that both psychological adjustment and cultural intelligence accounted for (32%) of academic adjustment. The results also revealed that there was no statistically significant impact for the variables of (gender, faculty) on the level of cultural intelligence, psychological adjustment and academic adaptation among the students of Mu'tah university.

Cultural Leadership and Cultural Intelligence Level of School Administrators Towards a Culturally Responsive Leadership Action Program

Many of the challenges that cultural leaders need to navigate are common to those faced by leaders in other areas of social and economic life. How to stay solvent in an ongoing financial crisis. How to engage with digitally connected, networked individuals. How to work in less carbon intensive, environmentally sustainable ways. But cultural organizations are different from other organizations and as such face their own distinctive challenges.Based on the importance of cultural intelligence and cultural leadership concepts, the researcher assumes that it is necessary to investigate whether there is a relationship between school administrators’ cultural intelligence levels and cultural leadership, as perceived by their teachers and administrators themselves. This study determined the cultural leadership behavior and cultural intelligence levels of administrators and their cultural intelligence level as perceived by their teachers and themselves. The results of the study became the basis in developing a culturally responsive leadership action program for administrators.

THE EFFECT OF NURSES' CULTURAL INTELLIGENCE LEVELS TOWARDS PATIENTS FROM DIFFERENT CULTURES ON PATIENT CARE BEHAVIORS

Aim: This study was conducted to examine the effect of nurses' cultural intelligence levels towards patients from different cultures on patient care behaviors. Method: The population of the cross-sectional study, which is one of the analytical research types, consisted of Turkish citizen nurses over the age of 18 working in Konya. The research was collected by random sampling method, one of the non-probability sampling methods. Using the G*Power 3.1 package program, the sample size was determined as a minimum of 170 people for an effect size of 0.5, 95% confidence interval and 5% margin of error and 177 people were included. The sample of the study consisted of nurses who were actively working in Konya, had high school or higher education level, owned at least one technological device and could use internet networks. The research data were obtained with the Introductory Information Form, Cultural Intelligence Scale (CQS) and Caring Behaviours Scale-24 (CBI-24). Results: It was determined that 80.2% of the nurses participating in the study were women, 48% were in the age range of 25-34 years, 86.4% had a university or higher education level. The mean total score of CBI-24 was 127.06±14.09 and the mean total score of CQS was 94.92±16.62. A significant difference was found between nurses' age, marital status, family type and origin and CQS total mean scores (p<0.05). There was a significant difference between the origins of the nurses and their CBI-24 total mean scores (p<0.05). There is a weak and positive relationship between nurses’ mean CBI-24 scores and CQS scores (p<0.05). Conclusion: As a result of the study, it was determined that the cultural intelligence level of nurses was at a good level and the level of caring behaviours was at a moderate level, and it was seen that as the level of cultural intelligence increased, caring behaviours also increased.

Cultural intelligence and the role of international classroom composition: Insights from Dutch higher education

This paper reports on a study that looked into the relationship between the composition of the international classroom (a classroom composed of students from multiple nationalities), educational interventions aimed at intercultural learning, and domestic students’ levels of Cultural Intelligence (CQ). Using cross-sectional data from 10,243 students enrolled in eleven different higher educational institutions in the Netherlands, we applied multilevel analyses to examine whether the composition of an international classroom, internationalization at home activities and the interaction between the two were related to students’ levels of CQ. Results show that Dutch domestic students who are members of a class with a higher number of international students reported higher levels of motivational CQ, but not of the other three dimensions of CQ. Educational interventions aimed at intercultural learning were reported as being positively related to all dimensions of CQ. The findings underscore that when it comes to students’ overall CQ, the international composition of their classroom is not enough to explain differences in CQ levels. Therefore, this study advocates the use of intentionally designed educational interventions next to the informal interactions in a diverse classroom when it comes to fostering cultural intelligence among domestic students.

Investigation of Cultural Intelligence Levels and Perceptions of Global Citizenship among Preschool Teacher Candidates

Küreselleşme sürecinde toplumlarda hem ulusal hem uluslararası etkileşimler artmış ve bu doğrultuda yaşamın her sahasında çok kültürlülük yaygınlaşmaya başlamıştır. Eğitimcilerin çocuklara çok kültürlü ortamlarda farklılıklara saygılı, hoşgörülü, uyumlu olma gibi beceri ve tutumları kazandırabilmeleri ve desteklemeleri, bu konuda bilgi, beceri ve tutumlara sahip olmaları ile de ilişkilidir. Okul öncesi öğretmen adaylarının kültürel zekâ düzeyleri ile küresel vatandaşlık algılarını incelemeyi amaçlayan araştırma, ilişkisel tarama modelinde betimsel bir araştırmadır. Araştırmanın çalışma grubu kolay ulaşılabilir örnekleme yöntemi ile belirlenmiş olup Türkiye’nin farklı bölgelerinde yer alan devlet üniversitelerinin okul öncesi eğitimi anabilim dalında öğrenim görmekte olan 293 öğretmen adayından oluşmaktadır. Araştırmada, araştırmacılar tarafından hazırlanan “Kişisel Bilgi Formu”, “Küresel Vatandaşlık Anket Formu” ve “Kültürel Zekâ Ölçeği” veri toplama aracı olarak kullanılmıştır. Verilerin değerlendirilmesinde t testi ve ANOVA kullanılmıştır. Araştırma sonucunda, öğretmen adaylarının kültürel zekâ düzeyleri cinsiyet değişkeninde anlamlı fark yaratmazken, STK üyelik durumu ve sınıf düzeyi değişkenine göre motivasyon alt boyutunda anlamlı farklılık göstermiştir. Küresel sorunlara ilgi ve yabancı dil düzeyine göre ise tüm alt boyutlarda kültürel zekâ düzeyleri anlamlı ölçüde farklılaşmaktadır. Küresel vatandaşlık algısı ise cinsiyet, STK üyelik, küresel sorunlara ilgi ve yabancı dil düzeyine göre bazı alt boyutlarda anlamlı farklılık gösterirken, sınıf düzeyi değişkenine göre anlamlı bir farklılık göstermemiştir. Okul öncesi öğretmen adaylarının kültürel zekâ düzeyleri ile küresel vatandaşlığa yönelik algıları arasında ise pozitif ve anlamlı ilişki bulunmuştur. Araştırma sonucu doğrultusunda, okul öncesi öğretmen adaylarının kültürel zekâya ve küresel vatandaşlığa ilişkin bilgi, beceri ve tutum açısından desteklenmesine yönelik öneriler sunulmuştur.

Assessing Cultural Intelligence and Its Antecedents in the Portuguese Higher Education Context

The concept of cultural intelligence has been the object of increasing attention from the scientific community due to its importance in a globalized world. To fulfil their mission, higher education institutions need individuals capable of effectively interacting with others who come from different cultural backgrounds. This study analyzes the level of cultural intelligence and its background in a Portuguese engineering higher education institution. This study used a cultural intelligence scale and applied it to a sample of 445 participants. The results show that individuals in this Portuguese institution have an interesting level of awareness of others’ cultural preferences. However, particular attention should be paid to improving the outcome of the cognitive dimension. The results show the potential of international experiences and activities that foster cultural exposure. Consequently, the managers of institutions should make efforts to promote Erasmus programs or similar internships abroad. In addition, they should promote activities that foster multicultural contact, whether extracurricular activities or multicultural clubs or associations, meetings, lectures or classes with appropriate pedagogical methodologies, for example, experiential or collaborative teaching.

The impact of cultural intelligence on burnout among practitioners working with migrants: an examination of age, gender, training, and language proficiency

Migrants are a vulnerable population that often requires specialized care and support. Practitioners who work with migrants must be knowledgeable about the unique challenges they face. Some first-line practitioners are better equipped to work in intercultural environments because they possess higher cultural intelligence (CQ). This study aims to examine the impact of cultural intelligence on burnout among practitioners working in 15 countries. It also compares levels of CQ in relation to age, gender, education, intercultural training, and language proficiency in the workplace. The participants in the study were professionals working primarily with migrants (N = 258) from 15 countries. The results indicate that motivational cultural intelligence significantly reduces burnout levels, while the cognitive and the behavioural dimensions do not have any effect. Practitioners who have undergone intercultural training have higher levels of cultural intelligence, and this type of training may be effective in improving cultural intelligence. The study provides organizations with insight on how to select and train first-line practitioners, focusing on developing cultural competencies and intrinsic motivation to prevent burnout among their staff and ultimately improve the quality of services.

Cultural intelligence and global citizenship in gifted/talented students and their non-gifted peers

Cultural intelligence, or cultural quotient (CQ), and global citizenship are essential skills for individuals in today's increasingly interconnected and globalized world. Cultural intelligence helps individuals effectively navigate and understand cultural differences, promoting effective communication and cooperation. This study primarily aims to compare the cultural intelligence and global citizenship levels of gifted and non-gifted students. Another aim of the study is to discover the possible relationship level between gifted students' cultural intelligence and global citizenship levels. The relational scanning model was used, and 399 high school students attending 10th, 11th, and 12th grades were included in the study. The majority (209, or 54.1%) were non-gifted high school students and 177 (40.6%) were gifted high school students. The Cultural Intelligence Scale and Universal Citizenship Scale were employed for data collection. The results indicate that gifted students have significantly higher cultural intelligence than their average peers. Similarly, it has been demonstrated that gifted students have significantly greater global citizenship than their average peers. A significant relationship was found between gifted students' cultural intelligence levels and global citizenship levels. The cultural intelligence level of gifted students significantly predicts the level of global citizenship. Gifted students benefit from high levels of cultural intelligence and global citizenship because it enhances their capacity to engage with diverse cultures and comprehend global issues, thereby fostering their intellectual and personal development.

English

This paper raises the discussion on the importance of finding a balance between knowledge and experience by developing the Cultural Intelligence – (CI) of Taiwanese students, the victims of brain drain. In order to explain the impact of CI on Knowledge Management (KM) and Organizational Intelligence (OI), this work explores the development of a CI model based on KM and OI (CKI model) and changes the “culture of student’s dependence” and therefore reduces the talent deficit in Taiwan. The CKI model is constructed based on the results of 35 interviews in 4 Taiwanese and 2 Vietnamese Universities and empirically tests 3 hypotheses through structural equation modeling (SEM). The main finding is that intelligence is more important than knowledge to foster development. Germany is a good example, given the highest level of cultural intelligence developed after the Second World War to reconstruct the country.   Key words: Brain drain, cultural intelligence, Industry 4.0, knowledge management (D80), national culture, organizational intelligence.

Cultural Intelligence and Interpersonal Trust as Drivers for Innovative Work and Intellectual Capital Development at Organizations

The main purpose of this study is to determine how cultural intelligence and interpersonal trust impact innovative work behaviour and intellectual capital development in organizations. Research conducted by various authors shows that managers with higher levels of cultural intelligence have higher levels of interpersonal trust. As a result, they are more flexible in the adoption and creation of new ideas and solutions. Most of them are not afraid to share their knowledge and experience by accepting different opinions and creating an appropriate organizational culture. It enables an opportunity to strengthen all elements of intellectual capital and facilitates the competitiveness of the organization. Cultural intelligence and interpersonal trust create opportunities for innovative behaviour in organizations by developing intellectual capital. The scientific literature presents various studies about cultural intelligence and its impact on organizational performance. Most of the studies focused on the integration of migrants into the organizations’ work. Currently, the working environment is cross-cultural, especially after the COVID-19 pandemic and considering globalization and digitalization issues. Despite the various benefits of working in a multicultural environment, there are some significant challenges organizations face, such as interpersonal trust development and cultural intelligence. The current study focused on local employees at organizations: 93 managers of higher education institutions from Latvia were interviewed. The author used qualitative and quantitative research methods for data collection and analysis. Semistructured interviews were used for data collection. The research tool was developed on the basis of scientific literature using different statements about interpersonal trust, work engagement and level of cultural intelligence. One of the significant results found during research is that managers with international experience (working or studying abroad) are more critical of working in international teams and building interpersonal trust within cross-cultural teams. This fact could be the research object in future research. The research results can be used for future research exploring factors influencing cultural intelligence development in cross-cultural organizations and its role in innovation development and intellectual capital management.

КОНЦЕПЦИЯ КУЛЬТУРНОГО ИНТЕЛЛЕКТА В ПРАКТИКЕ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ

In the context of increasing intercultural interaction in education, the knowledge of specific features in other cultures and the ability to use the tools enabling more effective intercultural communication in the educational process is of particular importance. The concept of cultural intelligence is aimed at successful intercultural communication, but now its description in the field of language learning is fragmentary. The purpose of the article is to analyze the concept of cultural intelligence and to highlight characteristics relevant to teaching a foreign language (on the example of Russian as a foreign language). The paper describes the concept of cultural intelligence, as well as the main directions of the application of the theory in an educational context (from the teacher’s perspective, from the student’s perspective and from the teaching materials’ perspective). The study’s novelty is related to the analysis of learning materials for their potential to have a meaningful impact on the level of cultural intelligence of students. Comprehensive understanding of the above- mentioned issues allow highlighting the key areas of empirical research that exist now, as well as outlining the prospects for further research. Thereupon, of particular interest are the studies of cultural intelligence and ethnic identity of students in the context of the mutual influence of these parameters on the organization of the educational process and academic results of students

The relation between hotel employees' cultural intelligence levels, conflict management styles, and career satisfaction

The study's objective is to determine the effect of cultural intelligence levels of hotel employees on conflict management styles, correspondingly, to study the effects of cultural intelligence and conflict management styles on the career satisfaction of hotel employees. In the study, conflicts between employees and guests were examined. The study's target population is employees working in 5-star hotel businesses in Turkey. Findings showed that cultural knowledge affects problem-solving positively; forcing, avoiding and career satisfaction negatively; cultural ability affects avoiding positively; problem-solving negatively; cultural metacognition positively affects compromising, yielding, problem-solving, avoiding and career satisfaction positively. It was also found that compromising positively affects career satisfaction. It is thought that the results obtained from the study can provide important information concerning cultural intelligence, conflict management styles and career satisfaction to the owners, managers and employees of the hospitality industry and academicians working in this field. Since there are limited studies on these issues in the international tourism literature, it is considered that the study is important as it is possible that it can contribute to the literature and new studies.

CULTURAL INTELLIGENCE AND CONFLICT MANAGEMENT STYLE OF LUPONG TAGAPAMAYAPA IN MALITA, DAVAO OCCIDENTAL

The research focused on determining how cultural intelligence influences the conflict management styles of lupong tagapamayapa in Malita, Davao Occidental using correlation research design. The sample included 180 participants who completed the adapted survey questionnaire using the stratified random sampling technique. The mean, percentage, Spearman correlation analysis, and regression analysis are the statistical tools used in the study. The study revealed that the majority of respondents (81.1 percent) were males aged 4560 years old, had completed elementary school, worked as lupong tagapamayapa for 1015 years, and belonged to the Bisaya ethnic group. Henceforth, the results on the level of cultural intelligence among members of Lupong Tagapamayapa revealed that metacognitive got the highest grand mean of 4.64 and cognitive got the lowest mean of 3.25. Furthermore, other results revealed the level of conflict management styles of lupon members of lupong tagapamayapa. It was disclosed that compromising as one of the indicators got the highest mean of 4.82 and the lowest mean of 3.41 was the indicator of collaborating. Moreover, the significant results on the relationship between cultural intelligence and conflict management styles among members of Lupong Tagapamayapa revealed that metacognitive with a p-value of 0.38 and cognitive with a p-value of 0.06 were not significant to the conflict management styles, while motivational with a p-value of 0.01 and behavioral with a p-value of 0.03 were significant to the conflict management styles with an overall cultural intelligence grand mean of 3.97 and a management style grand mean of 4.36. In addition, the predictors that influence cultural intelligence on conflict management styles among members of Lupong Tagapamayapa revealed that motivational with a p-value of 0.01 and behavioral with a p-value of 0.02 were the prevailing indicators that significantly influence cultural intelligence on conflict management styles.

The road to an international career: The “Erasmus effect” on resilience, intercultural interactions and cultural intelligence

This study is part of a framework that views study abroad programs as an opportunity for experiential and transformative learning. Using a mixed-methods approach with a quantitative multi-wave study, this research examined the relationship between cultural intelligence and the internationalism career anchor – the individual predisposition and desire for international mobility for work. This study considers the role of resilience and intercultural interactions as predictors of cultural intelligence. In addition, we examined the transformative learning process by relating the development of cultural intelligence to specific critical incidents or critical experiences in intercultural interactions that can be considered triggers of the learning process. A sample of 170 outgoing Italian Erasmus students completed a self-report questionnaire prior to departure and another upon return home. The study also included a control group (n = 52) consisting of students from the same university who had not participated in the Erasmus program. The results revealed the positive value of the Erasmus experience, particularly in terms of strengthening the internationalism career anchor, cognitive cultural intelligence and resilience. The results also showed that students’ pre-departure resilience and intercultural interactions with other international students from different countries can explain higher levels of cultural intelligence and the desire to work abroad or take on global work assignments. No significant change across time was found for the same variables in the control group. In addition, the critical experiences reported by students highlighted a strong cognitive and motivational component associated with the Erasmus program. Some practical implications for higher education are discussed.

An Investigation of the cultural intelligence of pre-service music teachers in Turkish Universities

Culture constitutes all the values of a society; they are all the building blocks that can be transferred, renewed, and come from the past to the present. Turkey is a diverse, rich and culturally diverse country. In today's world, the concept of cultural intelligence, which is necessary for people to adapt in different and multicultural environments is substantial. In this context, it is extremely important for music teachers to adapt in multicultural environments for their efficient work. This purpose of this study is to investigate of pre-service music teachers’ cultural intelligence and to determine by some variables whether differ or not.  This study was conducted with quantitative research methods. Descriptive analysis, Independent Group t-test, One-Way Analysis of Variance (ANOVA), Kruskal Wallis-H Test, Pearson Correlation Coefficient were used. In study, which was carried out with quantitative research, 278 participants who study at seven various regions of Turkey in the 2020-2021 academic year. It has been determined that the cultural intelligence levels are at a good level and the relations between them are positive. Cultural intelligence levels of participants do not differ significantly by the gender, age, university, parents' education status. Solely it was found statistically significant whether there was someone involved in music in the family in metacognition and cognition sub-dimensions. As a result, it was seen that the cultural intelligence levels of the pre-service music teachers were good and generally did not differ according to demographic variables. The novelty of this  study  is  that  the  framework  has  identified preservice music teachers’ cultural intelligence levels in Turkey.  Furthermore, this study can  be  a  point  of  reference  to  stakeholders and researchers on this music education axis.  The findings of this study also serve to foresee education sector about the issues related to the implementations of higher institutions of teacher educations.
  

Teaching Locally, Acting Globally: The Effect of Pre-Service Teachers' Cultural Intelligence Levels on Their Perceptions of Global Citizens

The purpose of this study was to examine the relationship between cultural intelligence and global citizenship. The study group of the research consisted of 336 pre-service teachers, including pedagogical formation students, selected by a random sampling method from a state university in eastern Turkey, where the immigrant population is dense. Both the "Cultural Intelligence Scale" and "Global Citizenship Scale" were used as data collection tools. In order to statistically determine the levels of cultural intelligence and global citizenship by demographic variables, independent samples t-test and one-way ANOVA were employed by the researcher. Likewise, while the Pearson product-moment correlation analysis was implemented to examine the relationships among the variables, multiple regression analysis was used to determine the predictive coefficients between the variables. Based on the research findings, cultural intelligence was positively correlated with global citizenship. The behavioral dimension of cultural intelligence was the best predictor of global competence. Cultural intelligence levels of pre-service teachers seem to have a significant impact on shaping their process of becoming global citizens. If a person could be able to change his or her body language, spoken language, expressions, and behaviors when encountering any person or people from different ethnic groups and identities, this would mean that s/he is using the behavioral component of cultural intelligence. In this respect, cultural intelligence facilitates being a global citizen and increases adaptation. Therefore, the dimension of cultural intelligence evidently appears to be an essential factor for global citizenship.

The Role of Career Adaptability and Cultural Intelligence and its Implications for Migrant Workers

The steady upsurge of international labor migration has raised new and important questions for career scholars: how do migrant workers adjust to their new roles and environment and what accounts for their successful adjustment? In the research reported here, we invoke the fundamental principles of Career Construction Theory (Savickas, 2013) to examine whether the interactive influence of career adaptability and cultural intelligence can facilitate migrant workers’ adjustment to work and life in a foreign environment. We also examined the subsequent influence of adjustment on work (i.e., job performance and retention) and psychological health (i.e., life satisfaction) outcomes. This proposed moderated mediation model was tested with two time-lagged and multi-source field samples. Study 1 showed that migrant workers’ career adaptability promotes work and general adjustment, which in turn enhances their job performance, retention intentions, and life satisfaction. Study 2 demonstrated that the indirect effects of career adaptability on work and psychological health outcomes via work and general adjustment were stronger for migrant workers with high, rather than low, levels of cultural intelligence. Implications for research and practice are discussed along with the study limitations and opportunities for future research.