Metacognitive CQ Research Articles

Beyond borders: The effects of perceived cultural distance, cultural intelligence, cross-cultural adaptation on academic performance among international students of higher education

Perceived cultural distance (PCD) has been established as a significant factor influencing academic performance; however, limited knowledge exists regarding the intricate mediating and moderating mechanisms that underlie this relationship. The present study seeks to contribute to the existing literature by exploring the potential mediating role of cross-cultural adaptation and the moderating influence of cultural intelligence (CQ) in the relationships between PCD and academic performance among international students in China. The theoretical model was tested using survey data that measured international students' PCD, CQ, and cross-cultural adaptation in academic, psychological, and sociocultural domains, along with their academic performance. The findings revealed that (1) PCD exhibits a direct and negative influence on academic performance; (2) Three dimensions of cross-cultural adaptation, namely academic, psychological, and sociocultural adaptation, operate as mediators in the link between PCD and academic performance; (3) CQ, functioning as a moderator, weakens the negative association between PCD and academic performance. These results underscore the pivotal role of PCD in the realm of cross-cultural learning for international students, particularly those engaged in educational pursuits within the Chinese higher education landscape. The study also highlights the protective effects of all four aspects of CQ (metacognitive, cognitive, motivational, and behavioral CQ) on the adaptation processes and academic performance of these sojourning students in the face of cultural differences.

How cultural intelligence facilitates employee creativity: The roles of intercultural citizenship behavior and perceived disharmony

Employee creativity is widely recognized as a pivotal factor for organizational innovation. Despite the known benefits of cultural intelligence (CQ) in enhancing task performance in intercultural environments, little research has examined the relationship between individual CQ and creativity. Drawing from the interactionist perspective, where creativity arises from the dynamic interaction between individuals and their environments, this research explores how individual CQ dimensions (metacognitive and motivational) enhance creativity through social interactions and cultural environments in multinational corporations (MNCs). Using a sample of 116 employees from three multinational companies, this study examines the relationship among individual CQ, intercultural citizenship behavior (intercultural OCB), perceived intercultural disharmony, and creativity. A moderated mediation model was tested with the PROCESS SPSS macro analysis. Results show that the positive relationships between the two types of CQ, metacognitive and motivational CQ, and creativity are mediated by intercultural OCB. Furthermore, the mediated association between CQ and creativity is moderated by perceived disharmony within the organization. This research extends the study of organizational innovation by focusing on specific CQ through an interaction approach, which has not been fully explored. It enriches our understanding of how MNCs can leverage employee cultural differences to facilitate innovation.

An extended conceptualization of cultural intelligence

Cultural Intelligence (CQ) has gained prominence as a vital attribute for organizational managers, encompassing their ability to navigate diverse cultural contexts effectively. However, despite its acknowledged significance, the relationships among its dimensions need to be better understood. This paper contributes to the existing CQ literature in two ways. First, we propose a model of CQ that integrates elements from previous conceptualizations, separating the motivational component. Our proposed framework retains the metacognitive, cognitive, and behavioral CQ dimensions but does not assume predefined relationships among them. Instead, we demonstrate that metacognitive CQ positively influences cognitive and behavioral CQ. Second, this paper explores the culture-specificity of the applications of CQ dimensions. We challenge the prevailing notion that CQ applications are culture-neutral, offering initial evidence to the contrary. Our research contributes to refining CQ conceptualization and provides practical insights for recruiting and developing internationally oriented managers with a strong emphasis on their CQ enhancement. Ultimately, this study addresses the pressing need to unravel the intricate dynamics of CQ and its dimensions, enhancing our understanding of its role in international management effectiveness.

Are some individuals more susceptible to intercultural education than others? Multicultural personality predicts the effects of an intercultural training on cultural intelligence

The development of intercultural competences has become a prominent goal for many study programs in higher education. A widely used frame to measure intercultural competence is Cultural Intelligence (CQ). While empirical research has focused extensively on the development of CQ by means of (student) mobility and long-term training, the effects of short-format trainings – a more cost-effective intervention that can be provided to a large number of participants – remain understudied. Existing findings are inconclusive, and it remains unclear under which conditions, and for whom, short-format interventions are effective in improving participants’ CQ. We propose that CQ development is contingent upon individual differences in multicultural personality traits (operationalized through the Multicultural Personality Questionnaire, MPQ). More specifically, in this study we investigate (1) whether a short-format (6-hour) training improves CQ among higher education students (n = 108), and (2) whether the development of CQ is moderated by students’ social-perceptual and stress-related MPQ trait scores prior to the training. Using a pre and post-test design we found that across the whole sample, all four facets of the CQ increased after the training. We also found that some social-perceptual traits of the MPQ moderated the development of CQ: Social initiative on Metacognitive CQ, Openmindedness on Cognitive CQ, and Social initiative and Openmindedness on Motivational CQ. Additionally, we did not find a moderator effect of stress-related MPQ traits on the development of Behavioral CQ. Based on our findings, we conclude that multicultural personality influences individuals’ susceptibility to intercultural education, underscoring the importance of individualized approaches in intercultural education.

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.

Culturally Intelligent Educational Leaders: Effectiveness of Preparation Programs in Developing Educational Leaders Cultural Intelligence

The burgeoning cultural diversity in public schools calls for culturally competent educational leaders. Drawing on the theoretical framework of cultural intelligence (CQ), this quantitative, causal–comparative study examines the relationship between educational leadership preparation programs and participants’ cultural competence development. Data collected from 546 graduate students at 54 U.S. universities and analyzed using an independent samples t-test revealed no statistically significant difference between program starters’ and program completers’ aggregate CQ, cognitive CQ, and metacognitive CQ. Program completers had significantly lower levels of motivational CQ and behavioral CQ than program starters . Findings yield implications for educational leadership research and preparation programs.

Cultural intelligence and interactional adjustment of Chinese expatriates in Ghana

Orientation: Expatriates must adjust to geographical and cultural gap, a change that demands cultural intelligence (CQ). Chinese self-initiated expatriates (SIEs), who have travelled out of their own volition with no institutional support, are in Ghana for investment opportunities due to Ghana’s political stability and the recently discovered oil in commercial quantities.Research purpose: The study purpose was to examine which construct of CQ (metacognitive CQ, cognitive CQ, behavioural CQ and motivational CQ) best predicts interactional adjustment (IA) of Chinese SIEs in Ghana.Motivation for the study: These business opportunities in Ghana for the Chinese SIEs come together with a new set of challenges – inability of most Chinese SIEs to interactionally adjust to the Ghanaian cultural context. The SIEs could be particularly susceptible to cultural failure because they have no institutional support.Research design, approach and method: This study had a sample size of 397 Chinese SIEs and used quantitative design. Data for this study were gathered using an online survey and analysed using partial least square (PLS)-structural equation model. A number of fundamental analyses were performed, including a description of data entry, missing value processing, outlier handling, assessing normalcy and linearity, and analysing measurement reliability and validity issues. The bivariate correlations between principal variables were investigated.Main findings: A positive relationship between all constructs of CQ and IA of Chinese SIEs in Ghana was found by the study.Practical/managerial implications: The study suggests that cross-cultural managers and expatriate coaches should focus their training on the four constructs of CQ for effective IA of SIEs.Contribution/value added: This study contributes to CQ research on SIEs’ cross-cultural assimilation, and it will serve as a reference for further studies.

Effects of an intercultural seminar using telepresence robots on students’ cultural intelligence

Student exchanges have been demonstrated to increase students' Cultural Intelligence (CQ). However, global problems in recent years, such as the Coronavirus pandemic, have highlighted the need for digital alternatives to traditional in-person visits. One such alternative could be intercultural seminars using telepresence robots, which allow students to experience particularly realistic intercultural interactions in their real environments. In this research, we evaluated the effects of two semi-virtual intercultural seminars on diversity and intercultural competence that integrated telepresence robots to enable interactions between students located in Germany and Kenya. We conducted quantitative and qualitative analyses using data from N ​= ​135 college students. One half of these students actively participated in one of the seminars. The other half did not participate in the seminars or participated only passively (without using the robots), and formed the control group. In line with our expectations, active participants in the seminars showed significant increases in metacognitive CQ, cognitive CQ, and behavioral CQ, likely due to the particular combination of seminar contents and methods. In contrast, no changes in CQ were found in the control group. Our evaluation of the telepresence robots reveals a mixed picture: Although the students showed high acceptance of using telepresence robots in intercultural seminars, this acceptance did not change during the seminars. Moreover, several technical problems hindered the smooth operation of the robots. Nevertheless, the concept of the seminars under examination proved to be promising for enhancing students’ CQ in an efficient manner.

The effect of study abroad and personality on cultural intelligence: A deeper understanding using the expanded model of cultural intelligence

Using an expanded assessment of cultural intelligence (CQ), this study provides a detailed analysis of how studying abroad impacts the development of CQ. We examined (1) the effect of a study abroad semester on the development of each of the eleven subdimensions of cultural intelligence – Expanded-CQ or E-CQ over time; and (2) whether personality traits (i.e., extraversion and openness to experience) had a moderating role in the relationship between a study abroad semester and E-CQ in a longitudinal study. Data were collected from 361 students both before (Time 1) and after (Time 2) the study abroad semester. Mixed between-within subjects analysis of variance showed that the study abroad semester did have a statistically significant effect on the development of ten subdimensions of E-CQ over time. Moreover, contrary to our expectations, multiple regression analyses demonstrated that individuals who were low on extraversion improved their metacognitive CQ (awareness) more than did individuals who were high on extraversion. Similarly, individuals who were low on openness to experience improved their metacognitive CQ (awareness), their cognitive CQ (culture-general knowledge), and their motivational CQ (intrinsic interest) more than did individuals who were high on openness to experience. Implications for future research and practice are discussed.

Research note: are caring professions’ students more receptive to diverse groups?

ABSTRACT Cultural competence (CC), also known as cultural intelligence (CQ), is a necessary skill for caring professions. Little is known, though, about initial levels of CQ or differences in CQ levels between students in caring and non-caring programs. A group of first-year students (n = 172) from diverse demographic backgrounds and different fields of study (social work, nursing, behavioural sciences) participated in an online survey that assessed their CQ and background attributes. Significant differences were found across fields of study so that students pursuing caring professions were more receptive than their counterparts in non-caring fields to intercultural interaction in the motivational, cognitive, and meta-cognitive CQ dimensions with no significant difference in the behavioral dimension. Mastering a non-native language was also associated with motivational and cognitive CQ. These findings suggest that greater receptiveness to intercultural interaction among students pursuing caring professions needs to be nurtured in order to generate behavioral changes.

Cultural Intelligence and Short-Term Study Abroad Length: The Effect of an Undergraduate Cultural Development Course and Short-Term Study Abroad Program on Student CQ

Some colleges, departments, and study abroad offices have developed cultural development courses and study abroad opportunities designed to help improve students’ cultural awareness, knowledge, and skills. Some evidence suggests combining these approaches can be effective at helping students increase their Cultural Intelligence (CQ). This study examined the effects of a combined semester long, on-campus cultural development course followed by either a three- or six-week faculty-led study abroad program on student CQ. Students in both short-term programs increased in all four CQ domains (motivation, cognitive, metacognitive and behavior CQ) relative to a comparison group. No differences were found between the three- and six-week program for motivation, cognition, and behavior. However, there was a significant difference in metacognitive CQ between the two programs. Our study suggests participating in a semester-long cultural development course prior to a short-term study abroad increases undergraduate students’ motivation, cognitive, metacognitive, and behavior CQ.

Cultural Intelligence of English Language Learners and Their Perceived Strengths and Weaknesses in Intercultural Communication

The ability to adapt and thrive in an unfamiliar cultural context is incrementally becoming vital. Therefore, universities aim to create an environment to enhance students’ cultural intelligence (CQ). This study aimed to detect English as a foreign language (EFL) learners’ CQ in a state university in Turkey and discern their strengths and weaknesses in intercultural communication. The study employed the CQ scale to detect learners’ CQ, and open-ended questions to unearth strengths and weaknesses. SPSS was run for quantitative analysis, whereas MAXQDA was tapped for qualitative data analysis. The results indicated high values for students’ metacognitive, motivational, and behavioural CQ, albeit learners’ cognitive CQ was moderate. There was no significant difference between the CQ of male and female students. Moreover, the overseas experience did not have a significant influence on their CQ. However, there was a significant difference in the cognitive CQ of students at different proficiency levels. Qualitative analysis revealed learners’ strengths, such as communication and adaptation skills, and an interest in diverse cultures. However, learners’ scant knowledge of different cultures and low language proficiency were significant problems impeding learners’ intercultural communication. The implications of the study might provide insight for stakeholders to raise students’ CQ in educational spheres.

Improving Primary Pre-teachers Instructional Design Ability Focused on Cultural Intelligence

본 연구는 다문화 사회를 살아가는 다양한 화자들과 효과적으로 소통하고 협력할 수 있는 역량을 함양하고 내실있게 문화지능을 함양하는 방안을 제안하는데에 있다. 이를 위해, 문화지능(cultural intelligence: CQ)의 개념과 구성요소인 상위 인지적, 인지적, 동기적, 행동적 CQ의 관점에서 예비교사들의 수업지도안을 분석하였다. 무작위로 추출된 수업지도안은 예비교사들이 초등영어지도법 강좌에서 5학년 또는 6학년 학습자를 대상으로 마이크로티칭을 위해 제출한 것이다. 분석 결과, 첫째, 인식단계에 해당하는 초등영어학습자를 위해 상위인지 CQ와관련된 내용이 거의 담겨져 있지 않았다. 초등영어학습자들이 문화적 배경이 다른사람들과 적절하게 의사소통할 수 있도록 하기 위해서는 문화적 지식과 관련된내용이 교육과정의 소재에 설정되어야 한다. 둘째, 영어학습자들이 인지와 행동적CQ를 부분적으로 학습하고 있기 때문에, 문화적 배경이 다른 사람들의 가치, 규준, 신념과 밀접한 관련이 있는 교실활동들을 통해 의사소통을 지도할 필요가있다. 셋째, 학습자들이 상위인지와 인지 CQ와 밀접한 관련이 있는 비판적 사고능력를 함양하기 위해서는 CQ기반 교실활동을 통해 비판적 사고능력을 제대로측정할 필요가 있다. 이러한 결과들을 바탕으로, 예비교사들이 초등영어학습자들의 CQ를 제대로 함양할 수 있도록 하기 위해 학습자들의 요구와 수준을 점검하고, 그에 터하여 수업을 설계하고 구현하는 방안을 제안하였다.The purpose of this study is to suggest the direction of improving pre-teachers instructional design ability focused on cultural intelligence (CQ). To achieve this purpose, pre-teachers four lesson plans presented for microteaching in the lecture of Methodology of Primary English Language Teaching were analysed in terms of CQ composed of meta-cognitive, cognitive, motivational, and behavioral CQ. The findings are as follows: (1) Contents related to meta-cognitive CQ aren t designed in the awareness stage corresponded to primary classes, because English language learners (ELLs) don t have experiences of being conscious of and checking their cultural knowledge when they interact with people from diverse cultures. (2) As ELLs partially foster their cognitive and behavioral CQs, they cannot communicate with classmates appropriately through classroom activities closely associated with values, beliefs, norms, and social customs of speakers from different cultural backgrounds. (3) Critical thinking ability needs to be assessed through classroom activities based on CQ, because ELLs should improve their critical thinking ability closely related to meta-cognitive and cognitive CQs. Thus, in this paper, it was suggested that pre-teachers need to design contents and classroom activities for improving primary ELLs’ CQ considering cognitive and affective levels of learners corresponded to the awareness stage.

Resilience and Intercultural Interactions of Italian Erasmus Students

Cultural Intelligence (CQ) have been examined in the literature, nevertheless yet few studies have combined situational and personal aspects to enhance the comprehension of this construct, and none have considered resilience. Therefore, this study aims to investigate the role of international Erasmus students’ resilience, the length of the experience and the intercultural interactions of Italian Erasmus students in the relationship with CQ. Data were collected from 791 outgoing Italian Erasmus students using a self-report questionnaire. The findings suggested the existence of a significant relationship between resilience and all dimensions of CQ, showing, with the exception of the behavioural dimension, large betas. Forming friendships with international students was positively and moderately related to motivational and metacognitive CQ. Establishing relationships with locals was only positively and weakly related to cognitive CQ. The time of sojourn was only positively weakly associated with the metacognitive CQ. Developments in international academic mobility policies are discussed.

Cultural learning process: lesson from microhistory

PurposeThe purpose of this paper is to examine the cultural learning process (namely, the development, practice and enhancement of cultural intelligence (CQ)) of a successful entrepreneur – Harold Bixby, a Pan American Airways expatriate, as reflected in the memoir of his experiences in China during 1933–1938.Design/methodology/approachThis study adopts a microhistory approach as a methodology for studying history and the past while ultimately requiring evaluations informed by the present. This paper first identifies the literature gap on CQ development and the need to study historical accounts of the past in assessing the CQ development process. This study then outlines the four key foci of microhistory as a heuristic for making sense of on-going and past accounts of selected phenomena.FindingsThis paper finds that specific personality traits (namely, openness to experience and self-efficacy), knowledge accumulation through deep cultural immersion (namely, extensive reading/study, visiting/observation and interacting/conversation), critical incident and metacognition all contributed to Bixby’s CQ development, which was a time-consuming process.Originality/valueThe study contributes to debates around cultural learning and historical organization studies by providing a rich, qualitative study of CQ assessment and CQ development through microhistory. This study highlights the importance of cognitive CQ and the function of extensive reading/studying in the process of knowledge accumulation. This paper draws attention to critical incidents as an underexplored way of learning tacit knowledge. Moreover, this study suggests metacognitive CQ can be enhanced through meditative and reflexive teaching and research practices. These findings have significant implications for cross-cultural training programs.

Evaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design

This study used a quasi-experimental design to compare the effects of an intercultural development program on students' Cultural Intelligence (CQ) compared with students in a summer research program who did not receive the intervention. Social Learning Theory guided a 9-week student-centered cultural learning course focused on attention, retention, and reproduction of each CQ domain. After the course, students had opportunities to practice their CQ abilities while studying abroad. Pre-assessment CQ determined an individualized learning plan. Reflective journaling and cultural mentoring were used to maximize student CQ growth. Using multi-level modeling, we observed a statistically significant increase in three CQ domains compared to the comparison control group: cognitive (p<.01), metacognitive (p<.01), and behavioral CQ (p<.01). Motivation CQ scores did not significantly improve (p=0.08). Our results suggest that a university intercultural development program that intentionally combines a cultural learning course with a study abroad experience may improve students’ CQ.

Exploring the relationship between cultural intelligence and employees demographic profiles: insights gained from a cross-cultural study in Oman

Purpose The purpose of this paper is to explore the relationship between cultural intelligence (CQ) and adult demographic profiles in the workplace. Design/methodology/approach This cross-cultural study used a self-reported demographic and a 20-item CQ scale. The demographic and CQ level of 287 adults working in Oman from different countries was evaluated. Findings The mean total CQ score of adults working in Oman was 4.77 + 1.53. Out of the four dimensions, this study founds higher values relating to motivational CQ followed by metacognitive and behavioral CQ with mean scores 5.22 + 1.53, 5.13 + 1.57 and 4.59 + 1.54, respectively. Significance, between-group differences (gender, age, job level, sector type, education level, nationality and study abroad), were observed in metacognitive and motivational dimensions of CQ (p < 0.001). All the regression models are significant, indicating that they express a meaningful relationship between each of the dependent variables and the variables in the model. The total CQ model explains 10.7% of the variance. Research limitations/implications The results of this study provide additional insight to researchers in identifying the demographic profiles which predict the level of total CQ. The use of a longitudinal design to further confirm the results of this study is proposed. Practical implications The study helps practicing managers to understand the implications of cultural Intelligence and how it influences employee behavior from the perspectives of demographic perspectives. Originality/value The CQ levels of adults working in Oman vary according to their demographic profiles and the demographic profiles predict the CQ levels.

Cultural intelligence and managerial relational performance: a resource advantage perspective

PurposeDrawing on the resource-advantage theory, the authors examine the effect of import managers' cultural intelligence (CQ) on their foreign counterpart's psychic distance and relational performance.Design/methodology/approachSurvey data collected from 228 Nigerian automobile import managers were analyzed using structural equation modelling (SEM) to examine the relationship among the study variables. The measure of CQ in this study comprises metacognitive and motivational CQs to examine the relations between metacognitive and motivational CQs on psychic distance and their ultimate effect on relational performance.FindingsThis study suggests that metacognitive CQ reduces the effect of psychic distance in buyer–seller exchange relationships, and in the presence of a low-level psychic distance, relational performance increases. Confirming the intervening role of CQ on performance relationship, the study highlights the role of CQ and its influence on psychic distance in facilitating (or impeding) relational exchanges in international buyer–seller transactions.Originality/valueThe authors present the concept of CQ as a human capital that has the potential to improve managerial relational performance. The authors go further to advance the potential significance and relevance of CQ in improving international buyer–seller exchanges.

Do Cultural Values Affect Negotiation Styles in Pakistan: The Mediatory Role of Cultural Intelligence

Culture assumes a significant job in deciding the way to deal with business matters, method of managing and gatherings with subordinates and associates, and different business correspondences and choices. Successful cross-cultural negotiation requires a good understanding of the differences in cultural values and Behaviors. The purpose of this study is to identify the association between the values that influence culture, different Negotiation styles, and the Cultural Intelligence in Pakistani Environment. For this, we apply Caputo et. al. (2019) framework on Pakistani employees. We hypothesize that cultural values such as Power Distance (PO), Uncertainty Avoidance (UN), Collectivism (CO), Long-Term Orientation (LTO), and Masculinity (MA), significantly affect the mode of negotiations i.e. Competitive (CN) or Cooperative (CON). Competitive negotiation styles involve the use of distributive or combative tactics, such as threats, false promises, misrepresentation of positions, bluffing, selective disclosure, and sometimes deception to force concessions from the other parties or the cooperative negotiation style that involves the use of tactics to increase cooperation and information exchange with the other party. Moreover, this relationship is mediated through Cultural Intelligence (CQ). CQ construct consisted of four elements: (i) metacognitive CQ (MCCI), (ii) cognitive CQ (CCI), (iii) motivational CQ (MCI) , and (iv) behavioral CQ (BCI). First, metacognitive CQ describes an individual's conscious awareness of the cultural interactions and, within such situations, the ability to identify their own and other people's thoughts and to strategize. Second, cognitive CQ reflects an individual's knowledge of a cultural group's values, beliefs, and norms. Motivational CQ, reflects an individual's interest, drive, directed energy, and willingness to learn about cultural differences. Finally, behavioral CQ is an individual's ability to choose the appropriate verbal and physical actions and thereby, to effectively accomplish her goals when interacting with people from different cultures. Empirical validity was established by conducting a survey using a close-ended questionnaire. Data were collected from 200 employees working in the educational, banking, and telecommunication sector, and analyzed using confirmatory factor analysis and structured equation modeling. The results indicate that Long-Term Orientation (LTO) has a significant and positive effect on most of the CQ dimensions i.e. BCI, MCCI, MCI, whereas Masculinity seems to have a negative and significant effect on all CQ dimensions. Power distance also seems to affect BCI and MCI negatively while Uncertainty Avoidance affected CCI positively. Surprisingly, Collectivism didn’t seem to be affecting any CQ. Moreover, All dimensions of CQ seems to affect Cooperative NS (CON) significantly, whereas Competitive (CN) was positively and significantly influenced by CCI and MCCI. Hence, investigating and evaluating the cultural values of an organization in consolidation with cultural intelligence and negotiation styles may lead to the practice of dealings.

A model of cultural intelligence and global identity

PurposeThis paper aims to propose an original model of cultural intelligence (CQ), global identity and consumer willingness to buy foreign products. Previous research has discussed the relationships between CQ and global identity but only in the context of multi-cultural management teams. The research presented here proposes a model that is applicable to consumer marketing.Design/methodology/approachOnline surveys are used to collect data from the USA with a snowball sampling technique and from the UK with panel data. A structural equation model (SEM) is estimated in analysis of moment structures 25 and Hayes bootstrap mediation tests are used to test the hypotheses.FindingsThe SEM results show that global identity influences motivational CQ, motivational CQ influences cognitive, metacognitive and behavioral CQ and cognitive and behavioral CQ influence consumer willingness to buy foreign products. Results from Hayes Bootstrap mediation tests show that motivational CQ mediates the relationships between global identity and the other three CQ dimensions.Practical implicationsThe findings imply that firms can gauge and enhance consumer CQ levels by investigating or influencing levels of global identity; managers can influence or gauge consumer metacognitive, cognitive and behavioral CQ through motivational CQ; and managers can target consumers with high cognitive and behavioral CQ levels when marketing foreign products.Originality/valueThis paper not only provides a deeper understanding of the relationships between global identity and cultural intelligence but also incorporates CQ in a consumer context. Previous research has only discussed CQ in the context of managers.