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- Butkovic, Ana, 1977, et al.
(författare)
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Individual-level multiculturalism and cultural intelligence
- 2023
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Ingår i: ISSID 2023 Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Cultural intelligence (CQ) refers to an individual’s capability to function effectively in situations characterized by cultural diversity (Ang & Van Dyne, 2008). A relatively new antecedent of CQ that has been examined is multiculturalism (Ang et al., 2020), so far in a sample of employees in the Netherlands where only a total CQ score was used (Korzilius et al., 2017) and business students with bicultural identity in the US where only cognitive and metacognitive aspects of CQ were examined (Dheer & Lenartowicz, 2018). The aim of this study was to examine the association between individual-level multiculturalism and four different aspects of CQ in a sample of teachers and teacher students in Sweden. Data were collected for 99 participants (68% female; 79% teacher students; Mage = 34.20, SD = 10.51) using The Cultural Intelligence Scale (CQS; Van Dyne et al., 2008), and following Vora et al. (2019), three items for multiculturalism measuring knowledge, identification and internalization. Individual-level multiculturalism was positively and significantly associated with three aspects of CQ: metacognitive (r = .43, p < .001), cognitive (r = .54, p < .001) and motivational (r = .49, p < .001). Results have the implication for the development programs for CQ.
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- Butkovic, Ana, 1977, et al.
(författare)
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The role of openness and cultural intelligence in students' intention to study abroad
- 2024
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Ingår i: Journal of Applied Research in Higher Education. - 2050-7003 .- 1758-1184. ; 16:1, s. 236-245
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Higher education performance is boosted through cross-border cooperation and increased transnational mobility of students. In addition, exchange students have better employability skills after staying abroad compared to the students' peers. A number of studies have investigated factors that determine whether a student studies abroad. In this study, the authors focused on the role of personality trait openness to experience and cultural intelligence (CI) in explaining Croatian students' experience with and/or intention to travel abroad for studying purposes. Design/methodology/approach The authors analyzed results from 482 students (M = 22.61, standard deviation (SD) = 2.24, 66% female), of whom 35% reported that they studied abroad or intended to study abroad. They filled in The Cultural Intelligence Scale and openness facets items from the International Personality Item Pool (IPIP-300) questionnaire. Findings The authors conducted a hierarchical binary logistic regression analysis and found that students who were younger, had higher adventurousness and higher motivational CI were more likely to study abroad. Results of the mediation analysis showed that the association between openness to experience facet adventurousness and intention to study abroad was partially mediated by the motivational aspect of CI. Originality/value This study contributes to the better understanding of complex interrelations between personality traits and CI in the context of higher education internationalization processes. This study offers unique insight into the mediating role CI has in the association between personality and mobility behavior.
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- Butkovic, Ana, 1977, et al.
(författare)
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Travel experiences and cultural intelligence : Travel experiences and cultural intelligence
- 2022
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Ingår i: XXIII. Psychology Days in Zadar, Book of Abstracts, Zadar, 2022..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Cultural intelligence is defined as an individual’s capability to function and manage effectively in culturally diverse settings, and it includes four aspects: metacognitive, cognitive, motivational and behavioral cultural intelligence. The majority of studies investigating antecedents of cultural intelligence have included a measure of international experience and/or cultural exposure. While some studies have indicated that international experience and cultural exposure are associated with higher cultural intelligence, the associations were not found in all studies and for all aspects. We conducted two studies to examine the associations of international experience and cultural exposure with cultural intelligence in the Croatian context. In the first study data were collected for 93 high-school students who reported the number of visited countries as a measure of international experience and cultural exposure, and were divided into two groups with a median split. In the second study data were collected for 482 university students who were divided into two groups based on their intention to study abroad. In both studies cultural intelligence aspects were measured with The Cultural Intelligence Scale. Differences in cultural intelligence aspects were examined between the groups formed to capture international experience and cultural exposure differences. In study 1, high-school students who visited more countries had higher cultural intelligence scores in metacognitive (t = 2.46, p = .016, d = 0.51) and cognitive (t = 2.76, p = .007, d = 0.57) aspects, while differences were not found for motivational (t = 1.33, p = .189, d = 0.28) and behavioral (t = 0.61, p = .546, d = 0.13) aspects. In study 2, students who intended or already had an experience of studying abroad had higher cultural intelligence in metacognitive (t = 4.61, p < .001, d = 0.45), cognitive (t = 2.33, p = .020, d = 0.23), motivational (t = 7.64, p < .001, d = 0.74) and behavioral (t = 3.12, p = .002, d = 0.29) aspects. Results of our studies indicate that differences in international experience and cultural exposure are associated with differences in cultural intelligence aspects, but that these findings are not consistent for different types of international experiences, and in different groups of participants.
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