Findings from research in educational and cognitive psychology have shown that metacognition, defined as the awareness, monitoring, and evaluation of one's knowledge and cognitive processes, exerts substantial influence on individual performance. The majority of this research, however, has only examined metacognitive skill as it applies to academic settings, and has largely overlooked its applications to other contexts, such as cross-cultural performance. To better understand the role of metacognition in cross-cultural contexts, as well as the means by which it should be assessed, two studies were conducted that jointly explored the construct validity of a well-established self-reported measure of metacognition (i.e., the Metacognitive subscale of the Cultural Intelligence Scale; CQS), as well as its relative utility in predicting cross-cultural performance. Results from Study 1 indicated that self-reported metacognition (as measured by the CQS) is distinct from personality, but highly correlated with the other subfacets of self-reported cultural intelligence. Analyses using structural equation modeling (SEM) further revealed that peers (n = 206) were more accurate in rating participants' cultural intelligence than were participants themselves (n = 206). Results from Study 2, which explored the criterionrelated validity of the Metacognitive subscale of the CQS, in particular, demonstrated that self-reported metacognition did not predict international students' adaptation (n = 50). These findings are discussed in light of other research that has called into question the validity of selfreported measures of metacognition, in general.

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This report outlines an approach for helping Soldiers to quickly develop situational awareness in unfamiliar cultural situations. Soldiers in the field engage in a variety of non-combat encounters with culturally different individuals, but it is often impossible to prepare Soldiers in advance for the cultural aspects of these encounters, even within a single country. The successful management of these encounters is, however, usually important for overall mission success. Because culture is essentially transactional, cultural differences appear as participants interact. This report describes the essential features of these interactions, as well as the main types of core cultural orientations that play a large role in how individuals approach such interactions. This report also examines situational awareness and how it can be used by Soldiers to promote successful encounters. A framework is presented that combines the components of a typical encounter with the salient characteristics of a number of cultural orientations. The framework is useful for identifying key elements that are likely to affect interactions, and for helping Soldiers learn quickly about them.

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