Multicultural Personality Research Articles

다문화 배경 교사의 교직 경험에 대한 자서전적 성찰

This study aims to understand the life and teaching experiences of a biracial elementary school teacher using autobiographical narrative inquiry. Data was collected through the teacher's recollections, life records related to her multicultural background, and reflective journals. What the teacher has experienced before and during her teaching career, and how these experiences are intertwined has been explored based on the data. The findings revealed that, in her pre-teaching life, based on her self-identity as a Korean, the teacher sought to challenge the social framework of a “multicultural person” that was imposed on her, and found the Korean society’s awareness of multiculturalism problematic. Her travel experiences led her to develop a new perspective on her identity, encompassing extra-racial and multiracial aspects. In the course of her teaching career, she realizes that she had internalized societal prejudices about the so-called “Damunhwa” (the Korean term referring to multicultural people and phenomena), and thus experiences negative emotions. The teacher makes pedagogical decisions based on her experiences of being “othered” in Korean society, as she actively builds relationships with multicultural students. She experiences being “othered” within the peer teachers and shows little response to it. Based on these findings, the research discusses the implications and limitations, offering suggestions for further study.

Self-initiated expatriates in China: multicultural personality traits, frequency of interaction and host country nationals’ satisfaction with SIE performance

Drawing from socioanalytic theory and intergroup contact hypothesis, this study investigates the relationship across self-initiated expatriates’ (SIEs’) multicultural personality traits and host country nationals’ (HCNs’) satisfaction with SIE performance in China. Findings based on dyadic matched data from 101 SIEs and HCN co-workers suggest that four of the multicultural personality traits (cultural empathy, flexibility, social initiative, emotional stability) are positively related to HCNs’ satisfaction with SIE performance. Only SIEs’ open-mindedness did not exert an influence on HCNs’ satisfaction with SIE performance. Furthermore, frequency of interaction between the SIE and their HCN co-worker moderated the relation between two of the multicultural personality traits (cultural empathy, emotional stability) and the outcome variable. Analyses imply that if frequency of interaction is low, cultural empathy and emotional stability exert a stronger influence on HCNs’ satisfaction with SIE performance. Our findings contribute to the existing literature by providing deeper insights into the dynamics of expatriate personality and working conditions and how they inform HCNs’ satisfaction with SIE performance.

Cultural intelligence and multicultural personality of novice nurses in the midst of the refugee crisis in Poland – a preliminary report

Cultural intelligence and multicultural personality of novice nurses in the midst of the refugee crisis in Poland – a preliminary report

Unveiling the Impact of Education and Multicultural Personality on the Well-being of Generation Z in Schools

In terms of aspects of students' school well-being, this paper will address multicultural education, dimensions of multicultural education, aspects of multicultural personality, school well-being, and the psychological dynamics of education and multicultural personality. This research utilized the Systematic Literature Review (SLR) method to identify, review, and interpret relevant articles on multicultural education and personality in Gen Z school well-being, focusing on a broad scope. From the given description, it can be inferred that multicultural education and personality in school well-being for Generation Z can be examined through two dimensions: social relations (loving aspect) and self-fulfillment (being aspect). Additionally, the research highlights the importance of inclusivity and diversity in educational practices, as they contribute significantly to students' sense of belonging and psychological comfort. Meanwhile, in multicultural education, it is imperative to consider both the school environment and the health state of children to fully meet their well-being in implementing multicultural education and fostering their individuality inside schools. This study also underscores the necessity of culturally responsive teaching methods and the role of educators in creating a supportive learning environment that recognizes and values individual differences. By doing so, schools can better support the holistic development of students, ensuring they thrive both academically and personally.

Development of foreign language communicative needs among students

Relevance. The dynamism of economic and socio-cultural processes in society, significantly expands the boundaries of the possibilities of the modern individual, related to the realisation of individual potential, the achievement of goals. The increasing globalization and technological progress underscore the vital importance of foreign language proficiency for navigating diverse cultural landscapes and succeeding in the globalized job market, necessitating a thorough exploration of the evolving communicative needs among students. Purpose. The purpose of this study is to analyze the development of foreign language communicative needs among students, emphasizing the role of the competence-based approach in fostering these needs. This research aims to identify the key characteristics and methods that enhance students' motivation and ability to engage in intercultural dialogue through foreign language acquisition. Methodology. The methods of theoretical analysis of scientific sources, inductive and deductive methods of generalisation of empirical data available in scientific practice concerning the problem of the development of foreign language communicative needs among students when studying foreign languages are used, in the focus of the implementation of the competence approach. Results. Implementing a competence-based approach significantly contributes to the development of foreign language communicative needs in students. By integrating pedagogical, psychological, social tools, students improve their language skills and become more effective in intercultural interactions, leading to a more harmonious multicultural personality. Conclusions. The article presents scientific data on the implementation of the competence-based approach in the process of developing a foreign language communicative need among students when teaching foreign languages. The presented scientific data on the application of the competence approach, in order to develop foreign language communicative needs of students, will expand the theoretical and methodological aspect of studying the problem of intercultural interaction of a modern personality, clarify the features and means of optimising the cognitive motivation of students studying foreign languages. Keywords: competence approach; foreign language communicative need; educational process; foreign language teaching; students

Multicultural personality traits of Chinese university students and their effects on the psychological adjustment in the aftermath of COVID-19 in Shanghai: a scale validation.

This study aims to explore Chinese university students' multicultural personalities and examine how they predict the psychological adjustment of students in Shanghai. In addition, the validation of Multicultural Personality Questionnaire Short Form (MPQ-SF) scale developed to assess the multicultural personality traits of individuals is also aimed in Chinese context. Data were collected after the psychological stresses from restrictions imposed by COVID-19 in China that influenced life adjustments for nearly three years. A total of 1,099 university students participated in this multi-stage study. First, the Chinese version of MPQ-SF (MPQ-SF-C) was developed and validated. The impact of MPQ-SF-C dimensions was then tested through path analysis to establish the effects of Chinese university students' multicultural personality traits on their psychological adjustment using the Schwartz Outcome Scale (SOS-10). The MPQ-SF-C yielded a five-factor solution which accounted for 60.14% of the common variance. The findings indicated that cultural empathy (β = 0.23, p < 0.05), certainty seeking (β = 0.13, p < 0.05), open-mindedness (β = 0.48, p < 0.05), and emotional stability (β = 0.24, p < 0.05) had significant influences on adjustment. Only flexibility was found to have a statistically insignificant impact on adjustment at this time in this context. MPQ-SF-C and SOS-10 scales represented very good psychometric properties in terms of their reliability and validity. The MPQ-SF-C shows good psychometric properties and appropriateness for evaluating multicultural personalities in Chinese contexts. The multicultural personality characteristics of university students using this scale well predicted their psychological adjustment.

Multicultural personality profiles and nursing student attitudes towards refugee healthcare workers: A national, multi-institutional cross-sectional study

BackgroundMulticultural organizations in the era of globalization require intercultural leadership skills. Healthcare, as a sector serving diverse populations, necessitates culturally sensitive staff. Intercultural nurse education should start in undergraduate education. A tailored approach is needed, especially in the context of Poland's refugee crisis. ObjectiveTo investigate how a multicultural personality profile and specific intercultural perspectives affect the attitudes of nursing students towards Ukrainian refugee background healthcare professionals. DesignA nationwide cross-sectional multicentre online survey study was conducted. The questionnaire was distributed with the aid of the Lime Survey web platform. MethodsThe study utilized a Polish version of the Multicultural Personality Questionnaire. The questionnaire also included demographics and questions assessing intercultural competence and attitudes towards refugee medical professionals. K-Means Cluster Analysis was used to classify different patterns of multicultural personality. P-value <0.05 was deemed to be statistically significant. ParticipantsThe study sample consisted of 1325 undergraduate nursing students from 39 nursing schools in Poland: 54.0% in first year, 28.7% in second year, and 17.3% in third year. Most respondents were female (N = 1229, 90%). ResultsUsing cluster analysis respondents were categorized into four groups based on their level of three analyzed multicultural personality traits: cultural empathy, social initiative, and open-mindedness (high, low, average or mixed level). Statistical analysis demonstrated that personality profiles significantly affected nursing students' attitudes towards refugee health professionals (p = 0.003). Additionally, students' willingness to engage in intercultural communication classes and their belief in the learnability of intercultural competence also impacted their attitudes (p < 0.001 for both). Further analysis revealed correlations between personality profiles, belief in competency acquisition, and willingness to enhance competencies. ConclusionThe design of intercultural competence education for undergraduate nursing students should be preceded by a mapping of the students' personality profile and a needs analysis in this regard, which may contribute to long-term effectiveness of such initiatives.

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.

STUDENTS' PERCEPTIONS ON POSITIVE PSYCHOLOGY IN ENGLISH LEARNING AT THANH DONG UNIVERSITY

The study aims to explore university students’ perceptions of positive psychology (PP) in English language learning, examining the relationships among students’ emotional experience and enjoyment, their anxiety, and their multicultural traits and personal dispositions. The study engaged 63 participants from diverse majors, utilizing Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCAS), and Multicultural Personality Traits (MPQ) questionnaires. Findings revealed that students experienced favorable levels of FLE and MPQ, suggesting a potential positive impact of emotional well-being on intercultural attributes. However, the study also highlighted a moderate level of FLCAS, emphasizing the importance of addressing language-related anxiety within the classroom. In addition, a positive correlation between FLE and MPQ indicated that students experiencing higher enjoyment levels additionally demonstrated more positive multicultural traits. In contrast, a negative correlation between FLCAS and MPQ revealed that students with greater language anxiety tended to possess fewer positive multicultural attributes. These outcomes underscored the complex interplay between emotions, anxiety and intercultural competencies within the language learning context. The results suggested integrating strategies to enhance positive emotions and alleviate anxiety within language classrooms, fostering a conducive environment for intercultural skill development. The study also underscored the need to incorporate multicultural content to harness emotional well-being for improving intercultural competence. Additionally, recommendations encompassed adopting student-centered approaches and supportive resources to ensure holistic language acquisition experiences.

Theoretical foundations of the meta-subject results formation in primary school students: Based on the Bashkir language learning

The article discusses the theoretical aspects of meta-subject results formation in primary school students in accordance with the updated Federal State Educational Standard of Primary General Education. We analyze the meta-subject educational results and approaches, for students in various subject areas, based on the development of universal learning activities including the subject area “Native language and literary reading in the native language”. In this study, the interpretation of the term “meta-subject” is given, according to which the development of universal educational actions among students takes place in various subject areas, in particular within the subject area “Native language and literary reading in the native language”. The article highlights that the study of state languages contributes to the formation of a multilingual and multicultural personality, which enhances the development of a more harmonious society where respect and recognition of other peoples become key values. We present the analysis of a number of laws and documents regulating the study of the state Bashkir language in schools of the Republic of Bashkortostan. The article focuses on the planned results proposed in the Approximate Curriculum for the academic subject “The State (Bashkir) language of the Republic of Bashkortostan” at the level of general primary education.

Academic adjustment of international students studying in South Korea: the Global Korea Scholarship program perspective

Abstract The study was to investigate the academic adjustment of international students studying in South Korea under the Global Korea Scholarship Program. Previous research has shown that academic adjustment is linked to the achievement and satisfaction of international students at higher education institutions. Two research questions shaped the current study: (1) examining the correlations between the variables included in the study and (2) identifying the significant variables that contributed to international students’ academic adjustment. The Multicultural Personality Survey and Academic Adjustment Survey were utilized as the primary instruments and were administered online over one and a half months. A total of 100 participants from diverse demographic backgrounds were involved in the data collection. Correlational analysis and regression analysis were employed to answer the two research questions. The results of the correlational analysis revealed that there were higher correlations observed between multicultural personality and GPA, preferred language and multicultural personality, as well as multicultural personality and the Academic Adjustment Survey. Additionally, the regression analysis indicated that Korean language proficiency and preferred language proficiency emerged as significant variables that impacted international students’ academic adjustment. The results provided further insights into the factors contributing to academic adjustment among international students in South Korea.

Intertextual implications of E.А. Buketov’s philosophy of humanism and multiculturalism

Philosophy as a developing cognitive science had been significantly influenced by the scientific paradigm of Ferdinand de Saussure. In the Chapter on Langue and Parole Ferdinand de Saussure draws a distinction between Language and Speech, particularly on their interdependence. The language is a tool and the manifestation of the speech, i.e. connecting the spoken activity and written language. The notion of Intertextuality was first used by Juliya Kristeva, and then increased under postmodernism up to “All texts are intertexts” since they refer to the pre-existing texts and current ones. This Article considers the linguistic personality of a bilingual author within the frames of Intertextuality. In this sense, the literary works and translations of Academician Evney Buketov arouse an intense interest to his linguistic personality. The novelty of this approach refers to research gap of intertexts and their meanings. The texts of the Author are being analyzed across philosophical and linguistic sciences. Such approach empowers the multidimensional and holistic analysis of the linguistic personality’s discourse. In this particular case the linguistic personality, the author of the texts is a bilingual person whose mother tongue is the Kazakh language and is proficient in Russian, powerfully writing literary texts. In the meantime, the author is a multicultural personality with overlapping cultural fields that give depth and breadth to the intertext from the standpoint of postmodern discourse.

Multicultural personality and intergroup forgiveness between United States political parties

AbstractThe purpose of this research was to investigate whether multicultural personality orientation as measured by the Multicultural Personality Questionnaire short form (MPQ) predicted intergroup forgiveness, decisions to forgive, revenge intentions, and avoidance intentions in the context of U.S. political conflict. We conducted three replicated studies across three different political, contextual samples. Study 1 was collected from a majority liberal, majority People of Color sample (N = 301), Study 2 was a majority liberal, majority White sample (N = 125), and Study 3 was a majority conservative, majority White sample (N = 160). Participants in these studies completed items from the MPQ short form and read a hypothetical political violence event committed against their political ingroup by a political outgroup. Overall, we found that the cultural empathy subscale of the MPQ short form was a consistent positive predictor of forgiveness even in the presence of other relevant predictors such as strength of ingroup identification and political ideology. We also performed a mini meta‐analysis across our three collected studies which further supported cultural empathy as a consistent positive predictor of intergroup forgiveness.

Intercultural approach to foreign language learning as a factor of studentsʼ personal development in the process of foreign culture studying

Positive intercultural interaction and positive changes aggravate cross-cultural communication problems in modern society, caused by contradictions between the values and lifestyles of different peoples. In this regard, the search for ways to transform cultural diversity as a factor hindering intercultural dialogue into a means of mutual understanding and enrichment, into a tool for the development of a socially active and independent personality, capable of being a full-fledged participant in the dialogue of cultures, is becoming more relevant in education. The purpose of the article is to compare the functions of speech activity and culture and show their close relationship; to demonstrate that the methodological meaning of this unity is that speech acts cannot be learned in isolation from culture, and intercultural learning is not just interaction with another culture, but the cultural development of the learner; to consider the intercultural approach peculiarity in learning a foreign language through cognition, evaluation, and comparison of the native culture with the culture of the nation whose language is studied. The research methodology consists of theoretical analysis and generalization of scientific and methodological literature, which considers the basic principles, concepts, approaches to culture, and universal and cultural features in teaching foreign languages; synthesis of modern theoristsʼ views, to demonstrate the importance of the intercultural approach in language learning and personality development. The authors consider the process of joint learning of language and culture, which involves not only the formation of intercultural competence as one of the results of language learning but also the acquisition of a linguistic and cultural picture of the world as the content of this process, as well as the formation of other competencies, abilities, and qualities of a multilingual, multicultural personality. The process of learning a foreign language can be seen as a unique potential for personal development. It is not only about the development of intellectual qualities that allow one to penetrate the mental space of people of a foreign culture and overcome their cultural isolation, but also about the rooting of value and semantic orientations that contribute to the successful self-realization of modern youth as cultural subjects in a multicultural space.

Who benefits from the international classroom? A longitudinal examination of multicultural personality development during one year of international higher education

Enhancing students’ intercultural competences through international higher education requires a thorough understanding of the way in which these competences develop over time, how they relate to outcomes, and which factors predict their growth. To answer these questions, a three-wave longitudinal study was conducted among a sample of first-year students in an international university program (n = 425). Intercultural competences were operationalized through the five dimensions of the Multicultural Personality Questionnaire (MPQ): Cultural Empathy, Openmindedness, Flexibility, Social Initiative and Emotional Stability. We examined development of these traits across one year, as well as their relationship with stress, life satisfaction, and academic performance (GPA). Cultural background (local vs. international student) and prior international experience (yes/no) were included as predictors. Results show that MPQ scores at the beginning of the year negatively relate to change across semester 1, which in turn is negatively related to change across semester 2. These findings suggest the presence of ceiling effects in MPQ development. In semester 1, emotional stability acts as a buffer against stress. In semester 2, stress is lower among students with higher scores on cultural empathy, and lower scores on flexibility. Cultural empathy and social initiative relate positively to academic performance. No significant main effects were found for cultural background, or prior international experience. However, these predictors interact on openmindedness and social initiative: local students with no prior international experience show a significant increase in these dimensions across the first semester, whereas the others do not.

The Relationship between Multicultural Effectiveness and Artistic Preferences

This research explored students’ artistic preferences for musical and visual arts (paintings) from different world cultures, outside the dominant Western European and Anglo-Saxon art field. The main goal of the research was to examine the possibility of predicting these preferences based on multicultural personality traits, within the concept of multicultural effectiveness. A total of 427 participants took part in the study. The following instruments were used: General Data Questionnaire, Multicultural Personality Inventory, Musical Preferences Questionnaire, and Painting Preferences Questionnaire. The results indicated a significant correlation between age and musical preferences, as well as between artistic experience (attending theatre productions and art exhibitions) and musical/painting preferences. Among the multicultural personality traits, only open-mindedness and cultural empathy positively correlated with artistic preferences. Results of regression analysis in which preferences were used as criteria showed that, after demographics of participants and their artistic experience have been controlled for, open-mindedness positively predicted musical and painting preferences, while both open-mindedness and cultural empathy proved to be significant positive predictors of painting preferences. Other significant predictor for both preferences was attending art exhibitions. Musical preferences were related with older age, while vocational high school education predicted higher preferences for paintings. Although predictors explained relatively small amount of criterion variance, the obtained results confirmed that multicultural personality dispositions have little, but significant contribution to world artistic preferences.

How does studying abroad affect engineering students' intercultural competence: A longitudinal case study

ABSTRACT We investigated the development of intercultural competence (IC) among engineering students participating in an international study program (GoLaSalle). IC was measured using the Multicultural Personality Questionnaire (MPQ) by Van der Zee and Van Oudenhoven (2001), and the Expanded Cultural Intelligence Scale (E-CQS) by Van Dyne et al. (2012). Data were collected from 293 French engineering students before and after participating in the semester abroad. In line with previous studies, we found that study abroad plays a central role in the acquisition and development of IC. However, such IC development differs across dimensions and gender. While almost all women’s IC dimensions gained from studying abroad, men’s IC showed less malleability. Our results demonstrate the value of integrating a study abroad semester into the curriculum of engineering students. We discuss ways in which students’ IC could be further improved.

The effectiveness of Collaborative Online International Learning (COIL) on intercultural competence development in higher education

In this study we measured the effect of COIL on intercultural competence development using a quasi-experimental design. Our sample consisted of 108 undergraduate students from two universities, one located in the Netherlands (NL) and one in the United States (US). Students’ self-reported intercultural competence was measured using a pre-post survey which included the Cultural Intelligence Scale (CQS) and Multicultural Personality Questionnaire (MPQ). Qualitative data were collected to complement our quantitative findings and to give a deeper insight into the student experience. The data showed a significantly bigger increase in intercultural competence for the US experimental group compared to the US control group, supporting our hypothesis that COIL develops intercultural competence. This difference was not observed for the NL students, possibly due to the NL control group being exposed to other international input during the course.

Preditores de Bem-Estar Subjetivo em Expatriados em Missão no Brasil

Abstract Expatriation for work presents several challenges before departure, during expatriation, and on the return to the country of origin that can impact the subjective well-being of these professionals. This study evaluated sociodemographic, labor, cultural distance, and intercultural efficacy variables as possible predictors for Subjective Well-being in 238 expatriates on mission in Brazil. The instruments used were a sociodemographic and labor questionnaire, The Satisfaction with Life Scale, The Scores of Cultural Distance, and the Multicultural Personality Questionnaire. The results, analyzed via Stepwise multiple linear regression, revealed a predictor model of SWB consisting of the variables: having children, cultural empathy, social initiative, and emotional stability. The results indicate the need for interventions focusing on subjective well-being aimed at adapting expatriates in Brazil.

REFLECTION OF THE CULTURAL-NATIONAL SPECIFICITY ANTHROPONYMS AND TOPONYMS OF KAZAKHSTAN IN THE CONTEXT OF FORMATION OF A MULTICULTURAL PERSONALITY

The article examines the role of national specificity of anthroponyms and toponyms in the formation of a multicultural personality. It is known that language preserves culture and passes it on from generation to generation, therefore it plays a significant role in the formation of personality, national character, ethnic community, people, nation. The purpose of the article is to identify the reflection of culture in gaps: using the example of Kazakh anthroponyms and toponyms, which have great potential in the formation of a multicultural (secondary) linguistic personality. Knowledge of the lacunae of a linguistic personality allows you to expand your understanding of the world and better understand the behavior of representatives of other cultures. According to scientists, the culture of the people is clearly reflected in anthroponyms and toponyms that represent the linguistic picture of the world, as well as preserving ethnocultural information in their foundations, which is evidence It’s about the peculiarities of the worldview, worldview, and worldview of the people. In the theoretical part of the article, the research of Yu.N. Karaylov, L.P. Klobukova, V.V. Krasnykh, A.I. Izotov on the formation of a linguistic personality is examined in detail; in the practical part, an analysis is made of the works of the Kazakh scientist T. Dzhanuzakov on the role of names own in cultural and national specifics. The article makes an analysis, compares previously expressed opinions about the meaning of proper names in national-cultural specifics, that the names of people and toponyms are a large component of the ethnic group, representing the way of life, beliefs, historical events, culture of the people, which are an integral part linguistic picture of the world, more Moreover, they directly reflect the historical course of events. The article draws a conclusion about the process of studying any non-native language as a practice of intercultural communication, since every new word or phraseological unit reflects the national culture, which is determined by national consciousness