Cultural Intelligence Scale Research Articles

The Recipe of Cultural Intelligence and Racial Diversity in Predicting Food Neophobia: A Stepwise Regression Analysis Approach

This study explored how the cultural intelligence (CQ) and the racial/ethnic experiences of 172 undergraduate students from a Northwestern United States university influenced their levels of food neophobia. Two instruments, the Cultural Intelligence Scale (CSQ) and the Food Neophobia Scale (FNS), were used to collect observations from the sample population (Ang & Dyne, 2008; Pliner & Hobden, 1992). Demographic questions and those related to the racial/ethnic background of participants were also incorporated into the survey. The stepwise regression analysis revealed significant relationships between cultural intelligence, having more than one or multiple ethnic/racial backgrounds or experiences, and food neophobia scores. Findings suggested greater cultural intelligence and more exposure to ethnic/racial backgrounds or experiences are related to lower levels of food neophobia. These results underscore the importance of cultural competence and inclusivity in higher education to promote culinary diversity and minimize food neophobia. Colleges and universities must take note of these important dining findings, which are vital to enrollment and retention strategies and the well-being of their students.

COMPARATIVE STUDY ON CULTURAL INTELLIGENCE LEVEL AMONG EMPLOYEES WITH DISABILITIES IN RUSSIA AND CHINA

Background. As inclusive education and social participatory parity continue to develop, more and more professional-trained people with disabilities are seeking opportunities for integration into the workplace. However, they face various of challenges in the current work environment. From the perspective of the cultural model of disability, employees with disabilities vary from their able-bodied colleagues in terms of cognition or behavioral patterns. As a result, newer concept such as the disability cultural competence has emerged. In order to adapt and function well in diverse and inclusive work teams, the cultural intelligence of employees with disabilities has become vital yet to be deeply explored in Russia. Purpose. This paper attempts to reveal the cultural intelligence level of Russian employees with disabilities and to compare cultural intelligence between employees with disabilities from Russia and China. Materials and methods. Cultural intelligence has been measured through the Russia and Chinese adaptation Cultural Intelligence Scale among 25 Russian and 23 Chinese employees with disabilities. Then, SPSS 26.0 was used to carry out the descriptive analysis, normality test and mean comparison analysis. Results. Both Russian and Chinese employees' cultural intelligence are at average level. And Russian employees with disabilities have higher cultural intelligence level than the Chinese ones. Besides, this study underlined that there is no significant difference in cultural intelligence by ethnic, gender or type of disability while there is significant difference in cultural intelligence depending on the participants' age.

Behavioral cultural intelligence's role in academic adaptation: mediation by academic self-efficacy using PLS-SEM

This study developed a mediation model consisting of behavioral cultural intelligence, academic self-efficacy, and academic adaptation. With the subscale of the Cultural Intelligence Scale, the Academic Adjustment Scale, and the General Academic Self-Efficacy Scale, a questionnaire survey was conducted among a sample of 412 international students at 5 public higher vocational colleges in Guangxi, China. The statistical technique of Partial Least Squares Structural Equation Modelling (PLS-SEM) was employed in the software SmartPLS 4.0 to examine the hypothesized relationships among the targeted variables. Results indicated that behavioral cultural intelligence significantly influences academic self-efficacy and academic adaptation. Moreover, academic self-efficacy significantly influences academic adaptation. Notably, academic self-efficacy significantly mediates the relationship between behavioral cultural intelligence and academic adaptation. These findings emphasized the crucial roles of behavioral cultural intelligence and academic self-efficacy in facilitating academic adaptation for junior college international students, suggesting that educational institutions should recognize and nurture these attributes for enhanced academic experiences.

INVESTIGATION OF THE CULTURAL ADAPTATION EXPERIENCES OF EXPAT TEACHERS IN OMAN

This study examines the cultural adaptation experiences of expat teachers living in Oman, focusing on the impact of cultural differences on intercultural adaptation and communication. Using the Cultural Intelligence Scale CQS, the study investigates how expat teachers navigate Oman's significantly different cultural landscape. It also explores the role of cultural intelligence in successful adaptation by examining the multifaceted nature of culture and its stages of adaptation. Prior to the research, a literature review was conducted on cultural adaptation and the display of emotions in intercultural experiences. Interviews with 16 expat teachers in higher education were conducted using six questions based on the cultural intelligence scale to uncover the difficulties encountered and the strategies used to manage cultural differences in communication in both professional and social contexts. The aim was to highlight the experiences of expat teachers in responding to the cultural differences they encounter and their adaptation processes by emphasizing the distinct cultural differences between Omani culture and other cultures.

Measuring the Cultural Intelligence of Bulgarian University Professors

Abstract Cultural intelligence is a key success factor for academics and is required for the effective internationalisation of universities worldwide. The paper introduces the concepts of internationalisation and cultural intelligence. Characteristics of cultural intelligence and its connection to HEIs are described. The objective of the study is to measure the cultural intelligence of Bulgarian university professors according to Soon Ang’s cultural intelligence scale (CQS). Research methods include a questionnaire based on CQS, descriptive statistics and correlational analysis. The questionnaire was given to Bulgarian university professors (N=421) to assess the four components of CQ: metacognitive, cognitive, motivational, and behavioral. Three hypotheses were formulated in relation to CQ assessment. Results were analysed with SPSS software. Findings show that the first hypothesis, Bulgarian university professors do not experience communication difficulties when contacting foreigners and/or teaching foreign students, was confirmed. The second hypothesis that the cultural intelligence among Bulgarian university professors is well developed, was also confirmed. The third hypothesis, that there is an existing correlation between the teaching experience of Bulgarian professors and their cultural intelligence, was rejected. The overall level of CQ among Bulgarian professors is very high and it is not connected to their teaching experience. Professors demonstrate lower results mostly in the cognitive component. The reasons behind these results could be traced in Bulgarian cultural values, according to which being able to adapt and blend in foreign cultures is an asset and a desirable outcome. The paper concludes that cultural intelligence is applicable to internationalisation in higher education institutions (HEIs).

Characteristics of student cultural intelligence in East Priangan and counseling services to facilitate it

The current era of Society 5.0 and high accessibility has an impact on the dynamics of academic life in higher education, namely the increasingly diverse characters and backgrounds of students’ lives. Cultural competency for students in conditions like this becomes a necessity. This research aims to reveal the characteristics of students' cultural intelligence in East Priangan, including in terms of gender differences. Apart from that, another aim of this research is also to formulate counseling services to facilitate the optimization of students’ cultural intelligence. A cross-sectional study was used to reveal the cultural intelligence characteristics of 417 students in East Priangan. Accidental sampling was used in this research. Data collection uses the Cultural Intelligence Scale (CQS). The analysis technique uses a central symptom measure to describe the characteristics of students' cultural intelligence and Pearson correlation to measure the relationship between its aspects. Independent t test analysis was used to compare the characteristics of students' cultural intelligence based on gender. The result of the analysis are alpha 0,05; F=0,405; p =0,715. The results of the research show that the cultural intelligence of East Priangan students is moderate and there is no significant difference between male and female students. Recommendations for a counseling framework to facilitate the cultural intelligence of students in East Priangan which can be formulated based on the original values of stusdent life in East Priangan as well as multicultural competence for counselors who will use this framework.

Cultural intelligence and acculturation among non-native Arabic learners: the impact of ‎learning apps.

Learning apps can be helpful to non-native language learners in learning Arabic, which includes speaking, writing, and speaking exercises. When learners become better in the language, they become more confident in interacting with the community, thus affecting their Cultural Intelligence (CQ) and Acculturation (AC). This study aimed to explore the relationship between the CQ and AC among non-native learners of Arabic. Additionally, the study aimed to investigate the potential impacts of learning apps and gender. This study used a correlational approach, involving a sample of 102 non-native Arabic language learners in Jordan. To assess these factors, this study used the Cultural Intelligence Scale and the Acculturation Survey. The findings of this study revealed a positive correlation between the CQ and AC. Furthermore, the use of apps can provide CQ and AC levels. In addition, the study determined that gender did not play a significant role in influencing learners. the utilization of educational apps has been shown to enhance both CQ and AC. Thus, it is imperative to encourage learners to engage with these apps, as they foster cultural awareness, thereby facilitating the process of learning Arabic.

Cultural Intelligence and Ethnocultural Empathy Among Psychology Students in Serbia: Insights and Perspectives

Cultural intelligence is of great importance for effective communication between members of different cultures, but also for the possibility of better adaptation to other cultural environments. Ethnocultural empathy is necessary to better understand the emotions and needs of members of other cultures. Ethnocultural empathy also involves the understanding and effectively communicating with individuals from different cultural backgrounds. This study aimed to assess the intercultural competencies of psychology students in terms of cultural intelligence and ethnocultural empathy. The Cultural Intelligence Scale, with 20 items, and the Ethnocultural Empathy Scale, with 30 items, was used for data collection. As such, participants completed questionnaires that included basic socio-demographic questions and questions corresponding to each item on the scale. The questionnaires were completed in both online and printed form. The sample included 100 psychology students from various universities in Serbia. A detailed statistical analysis was conducted in order to detect all results elements of importance. A significant correlation was detected between cultural intelligence and ethnocultural empathy. Dimensions of cultural intelligence through which the correlation was manifested were shown to be metacognitive and motivational one. Determination of cultural intelligence and ethnocultural empathy by intercultural competencies were examined. The study demonstrates that proficiency in communicating in other languages is the primary factor predicting both ethnocultural empathy and the influence of exposure to different cultures. The effect of experiencing other cultures on ethnocultural empathy may be partially influenced by one's ability to communicate effectively in multiple languages. This study offered a fresh perspective on a previously researched topic, considering the impact of changing contexts and social structures on its outcomes. It provided insights into how these changes have influenced the subject on a global scale. Practical changes in educational approaches indicated by this study results are needed to help psychology students become more culturally aware and empathetic, which impacts overall cultural diversity development.

Cultural Intelligence and Ethnocultural Empathy Among Psychology Students in Serbia: Insights and Perspectives

Cultural intelligence is of great importance for effective communication between members of different cultures, but also for the possibility of better adaptation to other cultural environments. Ethnocultural empathy is necessary to better understand the emotions and needs of members of other cultures. Ethnocultural empathy also involves the understanding and effectively communicating with individuals from different cultural backgrounds. This study aimed to assess the intercultural competencies of psychology students in terms of cultural intelligence and ethnocultural empathy. The Cultural Intelligence Scale, with 20 items, and the Ethnocultural Empathy Scale, with 30 items, was used for data collection. As such, participants completed questionnaires that included basic socio-demographic questions and questions corresponding to each item on the scale. The questionnaires were completed in both online and printed form. The sample included 100 psychology students from various universities in Serbia. A detailed statistical analysis was conducted in order to detect all results elements of importance. A significant correlation was detected between cultural intelligence and ethnocultural empathy. Dimensions of cultural intelligence through which the correlation was manifested were shown to be metacognitive and motivational one. Determination of cultural intelligence and ethnocultural empathy by intercultural competencies were examined. The study demonstrates that proficiency in communicating in other languages is the primary factor predicting both ethnocultural empathy and the influence of exposure to different cultures. The effect of experiencing other cultures on ethnocultural empathy may be partially influenced by one's ability to communicate effectively in multiple languages. This study offered a fresh perspective on a previously researched topic, considering the impact of changing contexts and social structures on its outcomes. It provided insights into how these changes have influenced the subject on a global scale. Practical changes in educational approaches indicated by this study results are needed to help psychology students become more culturally aware and empathetic, which impacts overall cultural diversity development.

Relationship between cultural intelligence and career and work adaptability in nursing students.

To investigate the relationship between cultural intelligence and career and work adaptability among nursing students. The descriptive, cross-sectional study was conducted at Kilis 7 Aralık University Nursing Department in Turkey from April to May 2019, and comprised nursing students of either gender. Data was gathered using Cultural Intelligence Scale and Career and Work Adaptability Questionnaire. Data was analysed using SPSS24. Of the 277 subjects, 162(58.5%) were females and 115(41.5%) were males. The overall mean age was 21.21±1.81 years. The mean Cultural Intelligence Scale score was 95.17±18.16. The mean Career and Work Adaptability Questionnaire score was 115.69±19.38. There was a positive correlation between the total scores and subscale scores of both the scales (r=598, p<0.001). The student's father's occupation, desire to work overseas, feeling like a good fit for nursing, and feeling prepared for professional life significantly affected cultural intelligence (p<0.05). The student's father's occupation significantly affected career and work adaptability (p=0.001). There was a positive correlation between the total scores and subscale scores of Cultural Intelligence Scale and Career and Work Adaptability Questionnaire.

Developing and validating a team cultural intelligence scale

AbstractWith a social–cognitive framework, this article presents the further development and a six‐step validation procedure for a team cultural intelligence (TCQ) scale that measures the abilities that cross‐cultural teams need to perform vital tasks, extract information, and make decisions by leveraging the unique perspectives of diverse team members. In the first step, the confirmation of the content validity of the instrument is based on extant literature, which indicates a second‐order latent factor TCQ and five first‐order latent dimensions. The other validity tests appear in four empirical studies with different samples, mainly of employees working in cross‐cultural teams. Reliability testing shows that, after the removal of one item, TCQ and its dimensions attain adequate to good reliability, leading to a 20‐item TCQ scale. The third step reveals robust psychometric properties, in support of the assumed factor structure, and points to adequate convergent and discriminant validity. Next, tests indicate nomological and criterion‐related validity of TCQ and its dimensions in relation to team performance outcomes and other team characteristics. Finally, in the sixth validation step, TCQ exhibits incremental validity for explaining variance in innovative work behavior, beyond team members' individual CQ. These findings have relevant implications and suggest avenues for further research.

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&lt;0.05). There was a significant difference between the origins of the nurses and their CBI-24 total mean scores (p&lt;0.05). There is a weak and positive relationship between nurses’ mean CBI-24 scores and CQS scores (p&lt;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.

Teachers’ Perceptions of the Educational Leader’s Cultural Intelligence in International Schools: A Cross-National Comparative Case Study

This study examined teachers’ perceptions of their leaders’ Cultural Intelligence (CQ) in two different international schools in different geographical settings. With one international school located in Malta and the other in the Netherlands, this study discovered similarities and differences within the two schools in relation to the mentioned perception. Teachers’ perceptions of how their leader strives to cultivate the teachers’ CQ were also examined. Case study research was employed, where data were collected and analysed through mixed methods. The research tools used were questionnaires and interviews. Teachers completed questionnaires (N=38) which provided demographic information and a measure of their leader’s perceived CQ using the Cultural Intelligence Scale (CQS). In-depth evidence was derived from interviews (N=10) which triangulated the responses to the CQS. Quantitative and qualitative findings identified teachers’ positive perceptions of their leader’s CQ. Qualitative data also unravelled how teachers perceive their leaders to have a natural ability to navigate the international environment, fuelled by the trait of openness to new experiences. Interview data also delved into teachers’ opinions of how their CQ is being cultivated and could be further enhanced, and the rationale behind such need. The theme of guiding through modelling was also explored through the teachers’ and leaders’ viewpoints. These findings provide practical implications for educational leaders to enhance the CQ of teachers within their school, which would eventually ameliorate living in an intercultural environment.

Psychometric properties of the Cultural Intelligence Scale based on item response theory

AbstractThe aim of this study was to investigate the psychometric properties of Cultural Intelligence Scale (CQS), based on item response theory (IRT) using the graded response model (GRM). The study calibration sample included 400, while the study sample included 1000, male and female Saudi participants, aged between 18 and 62 years. IRT‐GRM results supported the quality of the psychometric properties of CQS, and its appropriateness to measure cultural intelligence (CQ) for the majority of individuals. CQS well‐distinguished people at different ability levels along the CQ latent trait, particularly with middle and low abilities. However, CQS full scale and subscales had less accurate measurement precision at high levels of CQ, and some subscales had more precision at low level abilities. CQS items had medium ability to differentiate among subjects, and they provided more information in evaluating individuals with medium CQ. Therefore, CQS might be more suitable for identification and development purposes, where low to med‐levels of CQ are expected. Additional assessment procedures need to be added, for selection or promotion purposes to increase the measurement precision. Confirmatory factor analysis results confirmed the multidimensional construct of CQS with four specific‐related factors at the first level, and an aggregate factor at the second level. This model provided better model fit using IRT‐GRM approach, and it was supported by classical test theory analysis results. Therefore, it is important to rely on subscale scores, besides the total score to interpret CQ for individuals. The study stressed the importance of examining CQS item parameters and information based on the country it is adapted for, to investigate how they interact with country culture; and to take into account ability level, when selecting optimal measures.

한국어 학습자를 위한 상호문화 교수·학습 설계가 문화지능 향상에 미치는 영향

Based on Byram’s theoretical model and Holzbrecher’s heuristic teaching and learning process, this study designed intercultural teaching and learning for Korean learners, and empirically analyzed its impact on cultural intelligence improvement by applying a two-way group pre-post test to Vietnamese middle and advanced-level learners. This study incorporated methods such as language learning, language recognition, cultural recognition, cultural experience, and the ethnographic approach to enhance intercultural interaction for Korean learners, and examined the changes using Ang et al.’s (2007) cultural intelligence scale. As a result of the analysis, it was found that intercultural teaching and learning for Korean learners had a significantly high impact on ‘metacognitive CQ’, ‘cognitive CQ’, and ‘motivational CQ’. On the other hand, it transpired that ‘behavioral CQ’ did not have a significant effect, indicating that the behavioral expression of Korean learners was not sufficiently reflected in the teaching and learning design.

Cultural Intelligence in Military Leaders and Its Influence on Performance through Cultural Intelligence Scale

Background: The existence of strong ethnic factors in Nusa Tenggara Timur (NTT) and the diversity of dioceses is the basis that cultural intelligence needs to be applied by all soldiers so they can carry out their duties and to be accepted by society. Aim: This paper aims to determine the cultural intelligence of leaders and explain the urgency of the performance in military organization based on a number of cases in NTT involving the role of the military leadership in solving problems Method: Using a mixed method with a quantitative descriptive approach which was tested on military leaders at Military Resort Command 161 NTT, the data shows that the cultural intelligence measured using the Cultural Intelligence Scale (CQS) is dominated by moderate leaders. Findings: In addition, based on the results of statistical tests through correlation-regression tests, it shows that cultural intelligence has a significant effect on leader performance. This shows how urgent cultural intelligence is for soldiers, especially in carrying out their performance directly related to the community. Internal organizational factors that significantly affect the cultural intelligence of leaders are expected to be a reference in making policies or programs that can increase the cultural intelligence of military personnel.

Predicting Translation Students' Cultural Intelligence through Different Types of Creativity

Translators are reputed to work not only within languages but also across cultures. Intercultural interactions can be carried out when the translator is creative enough. The present paper intends to determine the pivotal types of creativity which can predict the translators' cultural intelligence in cross-cultural interaction. 103 translation students were chosen to participate in the study through convenient sampling. Kaufman Scale of Creativity (2012) and Cultural Intelligence Scale (2007) were administered to measure participants' types of creativity and cultural intelligence. Results of the Pearson correlation attested that the Kaufman scale of creativity is moderately correlated with the cultural intelligence scale. Multiple regression analysis revealed that among the different components of creativity, scholarly, self, and artistic were the best predictors of translation students' cultural intelligence. Implications of the study for translation training courses and professional translation agencies are advised to introduce the idea of creative types in training or hiring translators. Keywords: Cultural intelligence, Kaufman creativity types, Self-creativity, Scholarly, Artistic

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.

Impact of cultural intelligence on the cross-cultural adaptation of international students in China: The mediating effect of psychological resilience.

Cultural intelligence can affect the cross-cultural adaptation of international students in China, but the mechanism of its influence is still unclear. This study examines the mediating effect of the psychological resilience of international students in China in the process of cultural intelligence affecting cross-cultural adaptation. We used the cultural intelligence scale, psychological resilience scale, and cross-cultural adaptation scale to measure 624 foreign students in China. (1) There is a significant positive correlation between the cultural intelligence, psychological resilience, and cross-cultural adaptation of international students in China. (2) Resilience plays a mediating effect in the influence of the cultural intelligence of international students in China on cross-cultural adaptation. The cultural intelligence of international students in China can directly affect their cross-cultural adaptation and can also affect their cross-cultural adaptation through the mediating effect of psychological resilience.

Live-learn-work: Experiential learning and cultural intelligence in the internship abroad

In response to increasing demand for intercultural competency in global work environments, universities in the United States have expanded opportunities for study and internship abroad. However, there is comparatively little research on the program design for internship abroad programs and how it affects intercultural competency. This study presents a new curriculum model for the internship abroad called Live-Learn-Work (LLW) and evaluates its effects on the cultural intelligence (CQ) of undergraduate student participants in three different settings: Seoul, South Korea; Amsterdam, Netherlands; and Lima, Peru. The design of LLW is unique in that it integrates a theoretical framework from Experiential Learning Theory (ELT) with a measure of cultural competency, the cultural intelligence scale (CQS), and provides a holistic approach to the internship abroad. Utilizing a pre- and post-test design, this study analyzed the effect of each program on the four subscales of CQ (cognitive, metacognitive, motivational, and behavioral), and discussed their interrelations. The study concluded that the program design had a statistically significant positive effect on cultural intelligence, but that this effect was uneven across CQ subscales and programs. These results point to the need for further research on the relationships among CQ dimensions.