Chen Wang1, Jane Shakespeare-Finch2, Michael P Dunne3, Xiang-Yu Hou4, Nigar G Khawaja2. 1. Center for Brain, Mind and Education, Shaoxing University, China; School of Psychology and Counseling, Faculty of Health, Queensland University of Technology, Australia. Electronic address: 441989450@qq.com. 2. School of Psychology and Counseling, Faculty of Health, Queensland University of Technology, Australia. 3. School of Public Health and Social Work, Faculty of Health, Queensland University of Technology, Australia; Institute for Community Health Research, Hue University, Viet Nam. 4. School of Health and Wellbeing, University of Southern Queensland, Australia. Electronic address: janet.hou@usq.edu.au.
Abstract
BACKGROUND: Cultural intelligence reflects the competence to adapt to new cultural settings. Universities offer students various opportunities to gain cultural learning and develop cultural intelligence. However, there has been little empirical research to compare the effects of cultural learning and other related psycho-social factors in this process. OBJECTIVE: This study explores the importance of cultural learning and identifies the unique contribution of cultural education in universities to health care students' cultural intelligence. DESIGN: Cross-sectional survey study. METHODS: 271 health care students completed a survey measuring social desirability, demographics, personality, prior cultural exposure, previous cultural learning and cultural intelligence. RESULTS: Hierarchical regressions showed that cultural learning could affect cultural intelligence and its three components (i.e., metacognition, cognition, motivation, and behaviour) under the control for related psycho-social factors. However, its effect on the behavioral component was not significant. Considering the different types of cultural learning, overseas study experiences were more related to cultural intelligence, compared to in-class cultural learning. CONCLUSION: Cultural learning, especially overseas study experiences, plays a significant role in the development of health care students' cultural intelligence.
BACKGROUND: Cultural intelligence reflects the competence to adapt to new cultural settings. Universities offer students various opportunities to gain cultural learning and develop cultural intelligence. However, there has been little empirical research to compare the effects of cultural learning and other related psycho-social factors in this process. OBJECTIVE: This study explores the importance of cultural learning and identifies the unique contribution of cultural education in universities to health care students' cultural intelligence. DESIGN: Cross-sectional survey study. METHODS: 271 health care students completed a survey measuring social desirability, demographics, personality, prior cultural exposure, previous cultural learning and cultural intelligence. RESULTS: Hierarchical regressions showed that cultural learning could affect cultural intelligence and its three components (i.e., metacognition, cognition, motivation, and behaviour) under the control for related psycho-social factors. However, its effect on the behavioral component was not significant. Considering the different types of cultural learning, overseas study experiences were more related to cultural intelligence, compared to in-class cultural learning. CONCLUSION: Cultural learning, especially overseas study experiences, plays a significant role in the development of health care students' cultural intelligence.
Authors: Stijn Schelfhout; Robin Vandecasteele; Stéphanie De Maesschalck; Fanny D'hondt; Sara Willems; Eva Derous Journal: Int J Environ Res Public Health Date: 2022-04-08 Impact factor: 4.614
Authors: Chen Wang; Xiang-Yu Hou; Nigar G Khawaja; Michael P Dunne; Jane Shakespeare-Finch Journal: Int J Environ Res Public Health Date: 2021-07-02 Impact factor: 3.390