Multicultural Personality Research Articles

UNITY OF STUDYING UKRAINIAN AND LATIN LANGUAGES AS A BASIC COMPONENT FOR SUCCESSFUL LANGUAGE PROFESSIONAL COMPETENCE FORMATION OF MEDICAL WORKERS

The article is devoted to problematic issues of language training of future doctors and identifying the ways to overcome them. The purpose of the article is to analyze the effectiveness of traditional pedagogical technologies of professional language training of future medical workers, and to review main problems of language perception, typical difficulties and directions for changing teaching methodology in order to improve learning outcomes and to ensure their high quality. During the research the following tasks were solved: teaching methods were described, the analysis of the newest pedagogical technologies was made, and recommendations on improving teaching methods for language disciplines in higher medical educational institution (HMEI) were given. The author has analyzed functions and features of teaching methodology for Latin and Ukrainian languages as disciplines of the social-humanitarian cycle of HMEI that provide the language competence formation of future professionals. The changes occurring in the public life of Ukraine determine the search for new approaches and requirements for the training of highly qualified specialists. The main task of medical educational institutions is to create conditions for the development of the student’s personality, his professional speech, as one of the main components of professional competencies of the future medical worker. The material of the article will provide an opportunity to improve the methodology and practice in teaching these courses. Latin language has a special function in medical sphere; its knowledge provides communication for specialists not only within the country but also internationally. It is concluded that, despite the loss of its basic communicative function, Latin still has a significant historical, cultural and educational significance. The role of Latin, Ukrainian and foreign (English) languages deserves to be studied in further research not only being a factor in the formation of a specialist, but also for an educated and multicultural personality.

Does Multicultural School Leadership Foster a Multicultural Teacher Culture?: The Mediating Role of Multicultural Inspiration, Personality, and Attitude

<p style="text-align: justify;">Multiculturalism in the school environment is challenging for all educational systems. This study examines the effect of multicultural school leadership on multicultural teacher culture and determines mediating effects of multicultural inspiration, personality, and attitude. A quantitative research approach using a cross-sectional survey was used for this study. The population and sample of this study were school principals and high school teachers in Central Java Province, Indonesia. The participants were a total of 357 individuals. Data analysis was done by structural equation modeling (SEM) using the software AMOS 24. The results show that multicultural school leadership directly influences multicultural teacher culture. This study also highlights multicultural inspiration, multicultural personality, and multicultural attitude as factors that mediate the effect of multicultural school leadership on multicultural teacher culture. This study makes a practical and theoretical contribution, especially by providing data to support the improvement of multicultural teacher culture and the importance of multicultural leadership of school leaders in influencing these factors through multicultural inspiration, personality, and attitude.</p>

A comparative study on culture-specific and cross-cultural aspects of intercultural relations in Hungary, Serbia, Czech Republic, and Germany.

The ability, will, and belief that it is possible to deal effectively with members of other cultural/ethnic groups are still gaining importance all over the world. However, the majority of studies on intercultural relations focus on Western Europe and the USA, applying constructs and theories that replicate a western-centered worldview. As a consequence, it is unclear whether established measures for intergroup attitudes and intercultural competence may be applied in Eastern European countries and to what extent they display comparable ideas, thoughts, and feelings. The current study thus explores cross-cultural commonalities and differences in established measures of ethnic identity, prejudice, acculturation strategies, intercultural intelligence, and multicultural personality. Therefore, we compare the scale structure, difficulty, and sensitivity in samples from Germany and the Eastern European countries Hungary, Serbia, and the Czech Republic (etic-perspective), as well as the culture-specific conceptions of said concepts (emic-perspective). Results show that the investigated scales do not work comparably across German and Eastern European samples. Differences might be rooted in variations of underlying thinking patterns and connotations of single expressions. Those variations are likely to be related to the constant individual societal and historical developments of cultures, shaping the way individuals think and talk about cultural diversity. Future studies are encouraged to consider culture-specific and generalizable aspects of constructs when conducting cross-cultural research on intercultural relations.

MULTICULTURAL LEADERSHIP OF SCHOOL PRINCIPLES IN THE DIGITAL AREA

In Indonesia, with 17,504 islands spread over 34 provinces, 1,340 tribes, 300 tribes, and 742 languages, multicultural communities like this are common and easy to find throughout the country. Multicultural communities can lead to three views as a principal school pandana. The problem that often arises is that there is no guarantee that social conflict can be avoided, even though Indonesians live harmoniously. The research method is a combined research method, in which quantitative and qualitative research methods are combined into one. The development of information technology in the digital era can be used as a tool in school management. This research was carried out in basic education in the DKI Jakarta province from January 2022 to June 2022. The results were obtaining information on needs and an overview of school principals' multicultural personalities and leadership. Suggestions on the dimensions of multicultural personality, which are still low, can be made to improve it, considering that the multicultural personality possessed by the principal can improve his ability to implement multicultural education in the school he leads. The implication is that the principal will have various information related to multiculturalism.

An investigation of multicultural personality traits of EFL learners in English as a medium of instruction setting: The case of Saudi Arabia.

Many studies have investigated the effect of multilingualism on improving personality traits, namely cultural empathy, open-mindedness, flexibility, emotional stability, and social initiative of international students, or students in an international degree program. However, few studies have examined such an issue for EFL learners as they further their academic levels in English as a medium of instruction (EMI) setting. The main tool used in this exploratory descriptive study was the short version (40 items) of the multicultural personality questionnaire (MPQ) that was developed by Van der Zee et al. Five hundred and seventy-seven Saudi female EFL undergraduates participated voluntarily across various academic levels (1–8), as well as recently graduated students; all of whom were exposed to various amounts of EMI. Prior to the study and before administering the questionnaire, the IELTS test was used to measure language proficiency of EFL learners to make sure that the collected data of the MPQ were analyzed statistically to generate means and standard deviations. The results of ANOVA test revealed that not only did all participants improved in cultural empathy followed by open-mindedness, but their improvement of the other dimensions of flexibility, social initiative, and emotional stability appeared to be randomly similar between only two or three groups of academic levels. The results also showed that there was no gradual sequence of developments or deterioration of any multicultural personality dimensions as students advanced in their academic levels or as a result of getting exposed to various amounts of EMI. Finally, this research provides some implications related to widening the scope of the study for further research such as comparing trilingual and bilingual learners and modifying the diagnostic ability of the MPQ.

International career aspirations: Can multicultural personality traits predict the interest in working abroad?

The business world is faced with the need to create new strategies in order to identify a global mentality and an international motivation in professionals who hardly work anymore in monocultural environments. This study investigates the characteristics of international career aspirations to identify multicultural personality traits that may predict interest in working abroad. Empirical research has been carried out with 243 individuals using the Multicultural Personality Questionnaire (MPQ), a multidimensional instrument whose objective is to measure multicultural efficacy. The results of the study suggest that open-mindedness and flexibility are the main predictors of interest in working abroad. These findings have important implications for organizations that require suitable candidates to work effectively in international and multicultural environments.

Correlates of Acculturation Strategies: Personality, Coping, and Outcome

This contribution reviews correlates of Berry’s acculturation strategies. The aim was to offer a differentiated overview of correlates that may come into play during different phases of the acculturation process, as antecedents, as concurrent correlates, and as outcome variables. Building on a literature search and previous review papers, k = 61 independent publications ( N = 40,505) were identified. Correlates of acculturation strategies were grouped into 35 variables pertaining to diverse domains, and mixed-effects models were estimated to derive the mean magnitude of the relation. The correlates comprised basic dimensions of personality belonging to the giant three, big five, alternative five, and multicultural personality taxonomies. Further, more specific traits were investigated, including field dependence and dogmatism. The next group comprised the experience of stress and negative emotions as well as different coping styles. Finally, a selection of psychological and health-related correlates as well as a selection of sociocultural adjustment variables were investigated. Results indicate that the acculturation strategies possess differential patterns of relations, thereby supporting a multi-dimensional acculturation model. Generally, integration was characterized by a pattern of correlates that facilitate interacting with other people, coping successfully with stress, and beneficial outcome variables. Marginalization revealed an opposite pattern of relationships in many cases. Assimilation and separation fell in between the other acculturation strategies.

The Influence of Multicultural Sensitivity and Personality on Community Awareness in Middle School Students: A Controlled Mediating Effect of Self-esteem

The Influence of Multicultural Sensitivity and Personality on Community Awareness in Middle School Students: A Controlled Mediating Effect of Self-esteem

Item Response Analysis, Invariance, and Validation of the Multicultural Personality Inventory

In a global community with increased immigration and rising sociocultural tensions, there is a need for psychometrically strong instruments that assess adjustment to increasingly culturally heterogeneous environments. The Multicultural Personality Inventory (MPI) is one such instrument, but previous studies have not reported the instrument’s invariance or item-level responses. The present study examined the psychometric properties of the MPI using item response theory, invariance analysis, and structural equation modeling with a sample of 1,194 participants. We found evidence for a 34-item instrument with a bifactor internal structure that demonstrated partial invariance across gender, race, and generational status. Evidence of concurrent and incremental validity of the MPI was established through predicted associations with acculturation, satisfaction with life, social dominance orientation, mental health, color-blind racial attitudes, and self-reported high school grade-point average, beyond any variance accounted for by Big Five variables.

Poly- and multiculturalism underpinning personality formation of future foreign language teachers

Today, globalization has brought together people of different cultural and linguistic backgrounds, thus, forming a poly- and / or multicultural societies, respectively. Forming a poly-/multicultural personality and developing intercultural skills of future foreign language (FL) teachers is extremely important in educational environment. The aim of the study was to identify mechanisms that help form a poly-/multicultural personality of future FL teachers. The research adopted such methods as descriptive, comparative, historical, typological, and statistical for data processing of International Migrant Stock (2020) and National Center for Education Statistics (2000, 2017), with the latter to determine the migration situation in the world, which resulted in modern formation of poly-/multicultural societies. A comparative analysis found that poly-/multiculturalism differ. Given the generally manifested polycultural trend in Ukraine, structuring method allowed designing a model of polycultural competence for future FL teachers; experimental study allowed discussing the implementation stage of the forming poly-/multicultural competence model for FL teachers. In this vein, the mentioned competence model is proposed for use in order to develop relevant inter-/crosscultural skills and poly-/multicultural personality of FL teacher. The study results confirm the effectiveness of the developed model, which leads to increased poly-/multicultural competencies in communication and performance of future FL teachers.

Assessment of Preservice Music Teachers' Multicultural Personality: Multicultural Music Education Perspective.

This study examines preservice music teachers’ multicultural personality level and characteristics in the context of multicultural music education in China, focusing on the factors that influence the teachers’ multicultural personality traits. We surveyed 433 preservice music teachers who responded via the Multicultural Personality Questionnaire-Short Form survey instrument. The results indicated that the multicultural personality level of preservice music teachers was intermediate, mainly due to a deficiency in the Flexibility and Emotional Stability dimensions, which are necessary for dealing with cultural differences in the face of unknown multicultural conditions. In addition, we also found that the size of a teacher’s hometown and the years of studying and teaching are significant factors in shaping preservice music teachers’ multicultural personalities. Preservice music teachers whose hometowns are big cities have a higher multicultural personality level than those in rural areas. The more time a preservice music teacher spent studying and teaching, the higher the multicultural personality level. Gender, educational level, and experience playing musical instruments have no statistically significant effect on the multicultural personality of preservice music teachers.

БІЛІМ БЕРУ КӚШІ-ҚОНЫ: ШЕТЕЛДЕ ЖОҒАРЫБІЛІМАЛУДЫҢ СЕБЕПТЕРІ МЕН ЕРЕКШЕЛІКТЕРІ

The article discusses migration trends occurring in the world, migration in higher education. International educational migration is rapidly developing in the modern world. Educational migration largely determines the dynamics and nature of the country's economic development. In this context, an increasing problem for Kazakhstan is the regulation of educational migration in conditions of fierce competition in the international market of educational services. In this regard, the term «knowledge migration» appears in the global educational space, and this trend is becoming relevant in relation to all countries of the world. The importance of professional education and the formation of a multicultural and universal personality in the context of global globalization has increased. Students' perception of the culture of other countries as values, skills of using a foreign language in the professional sphere are highly valued by modern employers in establishing long-term ties with foreign partners. It can even be emphasized that knowledge of a foreign language is a kind of means of socialization and adaptation in a multicultural society. These social changes cause international educational migration and become a subject requiring public study.

An Investigation of Multicultural Personality Traits of Iranian High School EFL Learners

The current study aimed to investigate the Iranian high school EFL learners’ multicultural personality traits (MPTs) based on their differences in age. To this end, a convenient sample of 138 junior and senior high school learners aged between 14 and 18 years old were selected. Data were collected through a Multicultural Personality Questionnaire. It measures MPTs (open-mindedness, cultural empathy, emotional stability, social initiative, and flexibility) on a five-point Likert scale. An independent samples t-test was used to check the differences between MPTs of junior (14–16) and senior (16–18) high school students. MANOVA was utilized to see the differences between components of MPTs of participants in these two groups. Findings indicated that there is a significant difference between MPTs of junior and senior high school learners in terms of open-mindedness and cultural empathy. That is to say the younger group exhibited more open-mindedness and cultural empathy. Moreover, the results revealed that they were not different in terms of other components of MPTs as social initiative, emotional stability, and flexibility. Besides considering differences between target and native language cultural values and society norms, teachers should attempt to improve students’ cultural empathy and open-mindedness in order to gain the students’ knowledge of language and attain educational purposes.

Dialogic Interaction in Foreign Language Instruction and Acquisition: Implementation Stages of Poly- / Multicultural Education

The article looks at the world as a constantly changing organism, in which global mobility has become the new “normal” for international education, science, and work. The personality of the future teacher of foreign languages appears to start assuming new roles and responsibilities in higher education, and these roles need to meet the society demand in the globalizing world. In this regard, the personality of the of foreign language teacher is the bearer and leader of poly- and / or multiculturalismof the globalized society, which means that without proper training such foreign language teacher will not be able to carry out pedagogical activities effectively in today’s complex socio-cultural conditions. Therefore, one of the important tasks of higher education institutions in Ukraine and outside the country is to expand the poly- and / or multicultural components in the content of higher education, make the requirements much tougher for future professionals in communication, as well as teaching foreign languages, in order to enhance quality in the educational and job markets. It is emphasized that the study of poly- and multiculturalism is of good challenge in the post-Sovietic academic geographies. To this point, in the domestic science many scholars and researchers confuse the terms ‘polycultural education’ and ‘multicultural education’; other scholars do not confuse, however, nor stipulate the differences between the poly- and multicultural education; and there are scholars, which use these terms interchangeably, etc., as opposed to foreign researches in the similar domain. With the latter, it is clearly distinguished for what poly- and multicultural education models stand. The research findings identify and group the stages of implementing poly- and multicultural education in universities, which expressly relate to the technology of dialogic interaction by future foreign language teachers and instructors in a linguistically and ethnically diversified class. Polycultural education stresses out the heterogeneity of class, tolerance and respect in communication with one another, cultures and languages; multicultural education specifies the need in differentiation between the own and foreign cultures, ethnic and other specifics by representatives in group / class communication. The technology of dialogic interaction in higher education includes the following implementation stages to educate a poly- / multicultural personality of the future foreign language teacher: (a) motivational and preparatory (at the same time), (b) information-based and organizational, (c) communication-based for in /out-of-class activities, (d) diagnostic and reflexive, and (e) analytical and corrective, where applicable. In conclusion, the implementation of the described stages in the technology of dialogic interaction proves that the designed approach, or model, provides a combination of purposeful, linguistic and cultural practice with cognitive, research-informational, value-oriented, socio-cultural, cultural and artistic-aesthetic activities for heterogeneous and / or ethnically diversified class.

Teachers’ multicultural personality traits as predictors of intercultural conflict management styles: Evidence from five European countries

This study explored the influence of five multicultural personality traits (i.e., Cultural Empathy, Open-Mindedness, Social Initiative, Emotional Stability, Flexibility) in predicting management styles (i.e., Integrating, Obliging, Compromising, Dominating, Avoiding) adopted by teachers from five European countries (Austria, Belgium, Germany, Italy, Spain) to deal with intercultural conflict that may arise within classes with and between students. Potential differences according to socio-demographic characteristics (i.e., Gender, Age, Working Seniority, Country of belonging) were also examined. Data from 589 secondary school teachers indicated that teachers who were more open-minded reported greater adoption of Integrating and Obliging styles when managing intercultural conflicts with and between students; while teachers who were less culturally empathic and flexible were more likely to adopt the Dominating style, and those who possess lower social initiative and flexibility were more likely to adopt the Avoiding style. Teachers who possess lower levels of emotional stability showed greater adoption of the Obliging style. Differences across socio-demographic characteristics were also found. Findings provided evidence to develop interventions aiming to foster effectiveness in classroom management of intercultural conflicts by underlining how multicultural personality may influence teachers’ ways to act and adjust to the educational demands of the increasingly multicultural school environment.

Developing technology of dialogic interaction: meeting the requirements for polyculturalism in modern education

The present paper aims to look into developing the technology of dialogic interaction as an effective tool for fostering and cultivating poly- / multiculturalism with future foreign language (FL) teachers / instructors in an educational setting. The objectives of the research connect to clarifying the requirements to design and development of such technology of dialogic interaction, on the one hand; and on the other, they relate to description of some requirements (criteria) in more detail to illustrate the theoretical background with some examples. It is followed that communication is a social process in which an exchange of experiences takes place, as well as exchange of activity methods, and communicants share their skills and abilities, results of activities embodied in material and spiritual culture. Further, it is emphasized how necessary it is not only to develop communication skills of students, who train to become foreign language teachers / instructors in future, but also to form / shape their communicative culture in the course of studying subjects in connection to the humanities cycle. The literature review allows bringing to the surface certain requirements, which should be met for technology of dialogic interaction in its development and implementation stages. It is found that communication based and oriented approach for developing a technology of the dialogic interaction is considered leading and basic in the technology description as it encourages development of a poly-/ multicultural personality. The sound reason for that is seen in acquisition of new knowledge by means of interacting with others and the world following the concept that communication is the essence of all personality growth oriented technologies.

Moral values as the basis for the formation of a multicultural personality

The article considers moral values as guidelines that determine the effectiveness of the formation of a multicultural personality. The pedagogical conditions for the implementation of the model of the formation of a multicultural personality based on moral values in a multiethnic educational space are revealed, the relevance of the issues of spiritual and moral education in a modern school is substantiated. The purpose of the study is to identify the socio-pedagogical conditions of spiritual and moral education of students, taking into account the specifics of the multicultural educational environment. The content of the concepts "spiritual and moral education", "educational environment", "multicultural environment", "regional cultural and educational environment" is considered on the basis of an interdisciplinary analysis of the works of Kazakhstani scientists on the stated problems. Structural components are classified, indicators are determined and levels of formation of spiritual and moral education of students are described. The unity of Kazakhstan's society is determined by traditions and spiritual and moral values common to different generations. Education is one of the main indicators of the development of society.

The Relationships Between Global Citizenship, Multicultural Personality and Critical Thinking

The purpose of this study is to examine the relationship between global citizenship, multicultural personality and critical thinking in preservice teachers. The study group consisted of 363 preservice teachers who attend different departments of Faculty of Education in Kutahya. Data collection was done through Scale Universal Citizenship, Multicultural Personality Questionnaire and Critical Thinking Disposition Scale. Because the data exhibited a normal distribution because of preliminary analysis, Pearson product-moment correlation analysis of parametric tests and multiple regression analysis were used for data analysis. According to the findings, there is positive relationship between critical thinking and multicultural personality trends and global citizenship. In other words, as multicultural personality scores increased, level of global citizenship also increased. Or as critical thinking tendencies decreased, the level of universal citizenship decreased. In a society where people adopt universal values and can think critically, democracy, justice and tolerance become dominant. And in a globalized world where there is no critical thinking, consequences of wrong thinking and wrong decisions will end up with global violence, intolerance, injustice, and war that has high destructive power.

Cultivating Polyculturalism in Higher Education: Reflective Approach

Abstract. The paper considers study areas for formation of the poly-/ multicultural personality of the future teacher who is ready to deliver high-class philological study and instructional value in the area of higher education. That is seen possible with application of reflexive approach as methodology for the educational process, accompanied as well by axiological, culturological, communicative, and environmental approaches for fostering high cultural and linguistic values with a future teacher of foreign languages in a poly- / multicultural classroom. Establishing, or fostering, or cultivating poly- / multiculturalism in higher education for foreign language teachers is inextricably linked with the processes of comprehension, awareness, and the formation of such teachers’ own personal values to knowledge and culture, their own activities, especially with the process of reflection (reflexion). In this regard, reflective thinking comes to the fore. Next, both formation and development of such reflective thinking become important tasks at all levels of (higher) education in general and instruction and acquisition of foreign languages, in particular. At the same time, it is critical to note that reflective thinking is at the foundation of applying coaching oriented technologies as a pool of highly efficient tools to achieve the set goals of the coach (classroom teacher, mentor, supervisor, foreign language instructor, trainer, or expert) and a coachee, student in a poly- / multicultural classroom. It is also recommended under the research to distinguish between the adjective terms reflexive’ and reflective’. To be more precise, reflective’ under the study results means natural / characteristic of something which reflects, or redirects back to the source’ while reflexive’ stipulates referring back to the subject, or having an object equal to the subject’. The latter is of prime value for the subject matter of the research inasmuch connects to coaching-based portfolio of methodology and ideology, largely speaking.

Pedagogical Framework For Polyculturalism in Higher Education: Foreign Language Instruction

The article highlights the theoretical and pedagogical frameworks for polyculturalism and multiculturalism as the foundational values attributable to future foreign language teachers in general and teachers, or instructors of languages for specific purposes, in particular. The findings substantiate the importance of pedagogical framework for poly- / multiculturalism given the fact that the created poly- / multicultural and polylingual environment of higher educational institution as a principle condition in value chain education may ensure the formation of poly- / multicultural personality of a foreign language teacher and LSP instructor. That becomes possible with the help of growing their socio cultural identity while students master the system of knowledge, concepts and ideas about poly- / multiculturalism in the poly- / multicultural environment of their classroom and improve social communication skills. It is stated that the complex of pedagogical conditions may well promotepoly- / multiculturalism for future teachers of foreign languages and LSP instructors. It is underlined that pedagogical framework for polyculturalism in a foreign language classroom, aiming to teach philology students, rests on the following: (i) construction of training process in regards to foreign languages on the integration principle of educational disciplines with existing poly- / multicultural component according to tasks and the basic components of poly- / multiculturalism; (ii) application of interactive technologies for the formation of socio- cultural and poly- / multicultural competence, which includes bilingualism and poly- / multilingualism (didactic conditions); (iii) creation of a poly- / multicultural educational environment; (iv) dialogical interaction in the course of socio-cultural activities (educational conditions) inter alia.